Issue Information.
- Published in:
- Medical Education, 2018, v. 52, n. 3, p. i, doi. 10.1111/medu.13542
- Publication type:
- Article
Works matching IS 03080110 AND DT 2018 AND VI 52 AND IP 3
Results: 19
1
2
Erratum.
- Published in:
- 2018
- Publication type:
- Correction Notice
3
Corrigendum.
- Published in:
- 2018
- Publication type:
- Correction Notice
4
In this issue – March 2018.
- Published in:
- Medical Education, 2018, v. 52, n. 3, p. 243, doi. 10.1111/medu.13521
- Publication type:
- Article
5
In search of meaningful feedback conversations.
- Published in:
- Medical Education, 2018, v. 52, n. 3, p. 250, doi. 10.1111/medu.13518
- By:
- Publication type:
- Article
6
Where is student support most needed?
- Published in:
- Medical Education, 2018, v. 52, n. 3, p. 246, doi. 10.1111/medu.13517
- By:
- Publication type:
- Article
7
Balance or tension? Walking the tightrope between training and patient care.
- Published in:
- Medical Education, 2018, v. 52, n. 3, p. 248, doi. 10.1111/medu.13511
- By:
- Publication type:
- Article
8
Improving the validity of script concordance testing by optimising and balancing items.
- Published in:
- Medical Education, 2018, v. 52, n. 3, p. 336, doi. 10.1111/medu.13495
- By:
- Publication type:
- Article
9
The need for formal peer support programmes for international medical graduates.
- Published in:
- 2018
- By:
- Publication type:
- Letter to the Editor
10
Shifting mindsets: a realist synthesis of evidence from self‐management support training.
- Published in:
- Medical Education, 2018, v. 52, n. 3, p. 274, doi. 10.1111/medu.13492
- By:
- Publication type:
- Article
11
From intelligence analysis to medical education: using structured tools to manage bias.
- Published in:
- Medical Education, 2018, v. 52, n. 3, p. 244, doi. 10.1111/medu.13490
- By:
- Publication type:
- Article
12
The role of the assessment policy in the relation between learning and performance.
- Published in:
- Medical Education, 2018, v. 52, n. 3, p. 324, doi. 10.1111/medu.13487
- By:
- Publication type:
- Article
13
Professional paradox: identity formation in qualified doctors pursuing further training.
- Published in:
- Medical Education, 2018, v. 52, n. 3, p. 302, doi. 10.1111/medu.13485
- By:
- Publication type:
- Article
14
Faculty feedback that begins with resident self‐assessment: motivation is the key to success.
- Published in:
- Medical Education, 2018, v. 52, n. 3, p. 314, doi. 10.1111/medu.13484
- By:
- Publication type:
- Article
15
Efficiency in health care professional education.
- Published in:
- 2018
- By:
- Publication type:
- Letter to the Editor
16
Emotions and assessment: considerations for rater‐based judgements of entrustment.
- Published in:
- Medical Education, 2018, v. 52, n. 3, p. 254, doi. 10.1111/medu.13476
- By:
- Publication type:
- Article
17
Using paradox theory to understand responses to tensions between service and training in general surgery.
- Published in:
- Medical Education, 2018, v. 52, n. 3, p. 288, doi. 10.1111/medu.13475
- By:
- Publication type:
- Article
18
Learning support interventions for Year 1 medical students: a review of the literature.
- Published in:
- Medical Education, 2018, v. 52, n. 3, p. 263, doi. 10.1111/medu.13465
- By:
- Publication type:
- Article
19
When I say … hermeneutic phenomenology.
- Published in:
- Medical Education, 2018, v. 52, n. 3, p. 252, doi. 10.1111/medu.13414
- By:
- Publication type:
- Article