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Generational ‘othering’: The myth of the Millennial learner

Medical education, 2020-01, Vol.54 (1), p.60-65

2020

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Meta-analysis and review of learner performance and preference: virtual versus optical microscopy

Medical education, 2016-04, Vol.50 (4), p.428-440

2016

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MCAT Verbal Reasoning score: less predictive of medical school performance for English language learners

Medical education, 2012-09, Vol.46 (9), p.878-886

2012

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Methods of teaching medical trainees evidence-based medicine: a systematic review

Medical education, 2014-02, Vol.48 (2), p.124-135

2014

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Understanding the impact of simulated patients on health care learners’ communication skills: a systematic review

Medical education, 2017-12, Vol.51 (12), p.1209-1219

2017

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Learner conceptions of health advocacy: ‘Going above & beyond’ or ‘kind of an expectation’

Medical education, 2021-08, Vol.55 (8), p.933-941

2021

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Defining medical professionalism: a qualitative study

Medical education, 2007-03, Vol.41 (3), p.288-294

2007

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Instructional methods and cognitive and learning styles in web‐based learning: report of two randomised trials

Medical education, 2007-09, Vol.41 (9), p.897-905

2007

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'Just think of TB and Asians, that's all i ever hear': medical learners' views about training to work in an ethnically diverse society

Medical education, 2001-03, Vol.35 (3), p.250-256

2001

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Beyond individualism: professional culture and its influence on feedback

Medical education, 2013-06, Vol.47 (6), p.585-594

2013

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How medical learners and educators decide what counts as mistreatment: A qualitative study

Medical education, 2023-10, Vol.57 (10), p.910-920

2023

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Staging a performance: learners’ perceptions about direct observation during residency

Medical education, 2017-05, Vol.51 (5), p.498-510

2017

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The power of simulation: a large‐scale narrative analysis of learners’ experiences

Medical education, 2019-04, Vol.53 (4), p.369-379

2019

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Medical student learner neglect in the clinical learning environment: Applying Glaser’s theoretical model

Medical education, 2021-04, Vol.55 (4), p.471-477

2021

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Challenging feedback myths: Values, learner involvement and promoting effects beyond the immediate task

Medical education, 2020-01, Vol.54 (1), p.33-39

2020

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Learner : preceptor ratios for practice‐based learning across health disciplines: a systematic review

Medical education, 2017-02, Vol.51 (2), p.146-157

2017

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Do assessor comments on a multi-source feedback instrument provide learner-centred feedback?

Medical education, 2013-11, Vol.47 (11), p.1080-1088

2013

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Stakes in the eye of the beholder: an international study of learners’ perceptions within programmatic assessment

Medical education, 2018-06, Vol.52 (6), p.654-663

2018

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The social construction of teacher and learner identities in medicine and surgery

Medical education, 2022-06, Vol.56 (6), p.614-624

2022

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Shame, guilt, and the medical learner: ignored connections and why we should care

Medical education, 2014-11, Vol.48 (11), p.1045-1054

2014

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Exploring how physician educators approach politically charged topics with learners

Medical education, 2021-11, Vol.55 (11), p.1261-1272

2021

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Adaptive feedback and student behaviour in computer-assisted instruction

Medical education, 2010-12, Vol.44 (12), p.1185-1193

2010

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Failure to fail: Fear of retribution or a response to neglecting the learner?

Medical education, 2022-06, Vol.56 (6), p.594-596

2022

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Psychological safety in feedback: What does it look like and how can educators work with learners to foster it?

Medical education, 2020-06, Vol.54 (6), p.559-570

2020

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Not just trust: factors influencing learners’ attempts to perform technical skills on real patients

Medical education, 2018-06, Vol.52 (6), p.605-619

2018

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Generational ‘othering’: The myth of the Millennial learner

Meta-analysis and review of learner performance and preference: virtual versus optical microscopy

MCAT Verbal Reasoning score: less predictive of medical school performance for English language learners

Methods of teaching medical trainees evidence-based medicine: a systematic review

Understanding the impact of simulated patients on health care learners’ communication skills: a systematic review

Learner conceptions of health advocacy: ‘Going above & beyond’ or ‘kind of an expectation’

Defining medical professionalism: a qualitative study

Instructional methods and cognitive and learning styles in web‐based learning: report of two randomised trials

'Just think of TB and Asians, that's all i ever hear': medical learners' views about training to work in an ethnically diverse society

Beyond individualism: professional culture and its influence on feedback

How medical learners and educators decide what counts as mistreatment: A qualitative study

Staging a performance: learners’ perceptions about direct observation during residency

The power of simulation: a large‐scale narrative analysis of learners’ experiences

Medical student learner neglect in the clinical learning environment: Applying Glaser’s theoretical model

Challenging feedback myths: Values, learner involvement and promoting effects beyond the immediate task

Learner : preceptor ratios for practice‐based learning across health disciplines: a systematic review

Do assessor comments on a multi-source feedback instrument provide learner-centred feedback?

Stakes in the eye of the beholder: an international study of learners’ perceptions within programmatic assessment

The social construction of teacher and learner identities in medicine and surgery

Shame, guilt, and the medical learner: ignored connections and why we should care

Exploring how physician educators approach politically charged topics with learners

Adaptive feedback and student behaviour in computer-assisted instruction

Failure to fail: Fear of retribution or a response to neglecting the learner?

Psychological safety in feedback: What does it look like and how can educators work with learners to foster it?

Not just trust: factors influencing learners’ attempts to perform technical skills on real patients

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