ISSN 0308-0110 (Print); ISSN 1365-2923 (Online)
In this issue
Do you really want to be a doctor? The highs and lows of identity development
Helmich, Esther; Dornan, Tim
Shedding new light on tribalism in health care
Medical school and on‐line learning: Does optional attendance create absentee doctors?
Smith, Lauren B
On aphorisms and the maintenance of biomedicine
Realising the potential value of feedback
Hauer, Karen E; Kogan, Jennifer R
Group processes in medical education: learning from social identity theory
Maximising medicine through aphorisms
Levine, David; Bleakley, Alan
Comparison of UMAT scores and GPA in prediction of performance in medical school: a national study
Poole, Phillippa; Shulruf, Boaz; Rudland, Joy; Wilkinson, Tim
Does self‐reported clinical experience predict performance in medical school and internship?
Artino, Anthony R; Gilliland, William R; Waechter, Donna M; Cruess, David; Calloway, Margaret; Durning, Steven J
A longitudinal integrated placement and medical students’ intentions to practise rurally
Roberts, Chris; Daly, Michele; Kumar, Koshila; Perkins, David; Richards, Deborah; Garne, David
Learning from clinical work: the roles of learning cues and credibility judgements
Watling, Christopher; Driessen, Erik; van der Vleuten, Cees P M; Lingard, Lorelei
Faculty staff perceptions of feedback to residents after direct observation of clinical skills
Kogan, Jennifer R; Conforti, Lisa N; Bernabeo, Elizabeth C; Durning, Steven J; Hauer, Karen E; Holmboe, Eric S
What is so difficult about managing clinical reasoning difficulties?
Audétat, Marie‐Claude; Dory, Valérie; Nendaz, Mathieu; Vanpee, Dominique; Pestiaux, Dominique; Junod Perron, Noelle; Charlin, Bernard
Patient selection for bedside teaching: inclusion and exclusion criteria used by teachers
Gierk, Benjamin; Harendza, Sigrid
Could simulation help operation room conflict management?
Mind wandering has an impact in electronic teaching?cases
Bateman, James; Davies, David; Allen, Maggie