ISSN 0308-0110 (Print); ISSN: 1365-2923 (Online)
in this issue
Family and medicine
Research on problem-based learning: the need for critical analysis of methods and findings
Colliver, Jerry A; Markwell, Stephen J
Jigsaws and the march of time
Unannounced standardised patients in real practice: a systematic literature review
Rethans, Jan-Joost; Gorter, Simone; Bokken, Lonneke; Morrison, Linda
Clinical experience and examination performance: is there a correlation?
Beck, GaryL; Matache, MihaelaT; Riha, Carrie; Kerber, Katherine; McCurdy, FredrickA
The effects of examination stress on the performance of emergency medicine residents
LeBlanc, VickiR; Bandiera, GlenW
What is the educational impact of standards-based assessment in a medical degree?
Wilkinson, TimJ; Wells, J Elisabeth; Bushnell, JohnA
Assessment of non-cognitive traits through the admissions multiple mini-interview
Lemay, Jean-François; Lockyer, JocelynM; Collin, V Terri; Brownell, A KeithW
Undergraduate medical students: who seeks formative feedback?
Sinclair, HazelK; Cleland, JenniferA
Challenges in multisource feedback: intended and unintended outcomes
Sargeant, Joan; Mann, Karen; Sinclair, Douglas; van derVleuten, Cees; Metsemakers, Job
Qualitative assessment of the long-term impact of a faculty development programme in teaching skills
Knight, AmyM; Carrese, JosephA; Wright, ScottM
‘Flying below the radar’: a qualitative study of minority experience and management of discrimination in academic medicine
Carr, PhyllisL; Palepu, Anita; Szalacha, Laura; Caswell, Cheryl; Inui, Thomas
Teaching professionalism in the early years of a medical curriculum: a qualitative study
Goldie, John; Dowie, Al; Cotton, Phil; Morrison, Jillian
Learning styles: do they really exist?
The process of learning during an examination
Centeno, Angel; Primogerio, Cecilia; Llull, Laura
Reply to Bokken et al. on the impact of simulation on people who act as simulated patients
Blake, Kim; Gusella, Joanne