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Publisher: Wiley-Blackwell

Volume 39, Number 4, April 2005

In this issue
pp. 347-347(1)

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Self-directed learning – the importance of concepts and contexts
pp. 348-349(2)
Authors: Greveson, G C; Spencer, J A

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The importance of clinical outcomes in medical education research
pp. 350-351(2)
Authors: Chen, Frederick M; Burstin, Helen; Huntington, Jane

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How can medical students learn in a self-directed way in the clinical environment? Design-based research
pp. 356-364(9)
Authors: Dornan, Tim; Hadfield, Judy; Brown, Martin; Boshuizen, Henny; Scherpbier, Albert

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‘Sorry, it's my first time!' Will patients consent to medical students learning procedures?
pp. 365-369(5)
Authors: Santen, Sally A; Hemphill, Robin R; Spanier, Cindy M; Fletcher, Nicholas D

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The Self-Directed Learning Readiness Scale: a factor analysis study
pp. 370-379(10)
Authors: Hoban, J Dennis; Lawson, Sonya R; Mazmanian, Paul E; Best, Al M; Seibel, Hugo R

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Influence of new educational technology on problem-based learning at Harvard Medical School
pp. 380-387(8)
Authors: Price Kerfoot, B; Masser, Barbara A; Hafler, Janet P

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General competencies of problem-based learning (PBL) and non-PBL graduates
pp. 394-401(8)
Authors: Prince, Katinka J A H; van Eijs, Patrick W L J; Boshuizen, Henny P A; van der Vleuten, Cees P M; Scherpbier, Albert J J A

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Do extended matching multiple-choice questions measure clinical reasoning?
pp. 410-417(8)
Authors: Beullens, Johan; Struyf, Elke; Van Damme, Bo

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Research in clinical reasoning: past history and current trends
pp. 418-427(10)
Author: Norman, Geoffrey

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Conversation analysis, doctor–patient interaction and medical communication
pp. 428-435(8)
Authors: Maynard, Douglas W; Heritage, John

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The use (and abuse) of the term ‘portfolio’
pp. 436-436(1)
Author: Rees, Charlotte

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Lumbar puncture experience among medical school graduates: the need for formal procedural skills training
pp. 437-437(1)
Authors: Cartwright, Michael S; Reynolds, Patrick S; Rodriguez, Zasha M; Breyer, Wendy A; Cruz, Julia M

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