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Publisher: Wiley-Blackwell

Volume 44, Number 4, April 2010

in this issue
pp. 327-327(1)

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The case for teaching explicit reading strategies to medical students
pp. 328-329(2)
Authors: Roberts, Nicole K; Klamen, Debra L

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Reading means more than deciphering the words on the page
pp. 330-332(3)
Author: Eva, Kevin W

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The relevance of family-centred medicine and the implications for doctor education
pp. 332-334(3)
Authors: Gorter, Jan W; Visser-Meily, Anne; Ketelaar, Marjolijn

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Theory in medical education research: how do we get there?
pp. 334-339(6)
Authors: Rees, Charlotte E; Monrouxe, Lynn V

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Strategies to read and learn: overcoming learning by consumption
pp. 340-346(7)
Author: McNamara, Danielle S

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Patient involvement in teaching and assessing intimate examination skills: a systematic review
pp. 347-357(11)
Authors: Jha, Vikram; Setna, Zeryab; Al-Hity, Aws; Quinton, Naomi D; Roberts, Trudie E

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Research paradigms in medical education research
pp. 358-366(9)
Authors: Bunniss, Suzanne; Kelly, Diane R

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Generalisability in unbalanced, uncrossed and fully nested studies
pp. 367-378(12)
Authors: Narayanan, Ajit; Greco, Michael; Campbell, John L

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Assessing the quality of clinical teaching: a preliminary study
pp. 379-386(8)
Authors: Conigliaro, Rosemarie L; Stratton, Terry D

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Analysis of the elective curriculum in undergraduate medical education in Croatia
pp. 387-395(9)
Authors: Koceic, Ana; Mestrovic, Anita; Vrdoljak, Luka; Vukojevic, Katarina; Barac-Latas, Vesna; Drenjancevic-Peric, Ines; Biocina-Lukenda, Dolores; Sapunar, Damir; Puljak, Livia

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Medical students’ first clinical experiences of death
pp. 421-428(8)
Authors: Kelly, Emily; Nisker, Jeff

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Doctor productivity
pp. 429-429(1)
Authors: Baerlocher, Mark Otto; Weizblit, Nataly; Noble, Jason

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