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Critical Reflection on Own Beliefs for Cultural Competence in Medical Education: an Analysis of Tutors’ Reflective Narratives

Qualitative research in education, 2020-10, Vol.9 (3), p.273-299

2020

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Faculty development through international exchange: The IMEX initiative

Medical teacher, 2014-07, Vol.36 (7), p.591-595

2014

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ASPIRE for excellence in curriculum development

Medical teacher, 2024-05, Vol.46 (5), p.633-639

2024

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The principles and best practice of question writing for postgraduate examinations

Best practice & research. Clinical obstetrics & gynaecology, 2010-12, Vol.24 (6), p.783-794

2010

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Expert validation of fit-for-purpose guidelines for designing programmes of assessment

BMC medical education, 2012-04, Vol.12 (1), p.20-20, Article 20

2012

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Assessment for selection for the health care professions and specialty training: Consensus statement and recommendations from the Ottawa 2010 Conference

Medical teacher, 2011-03, Vol.33 (3), p.215-223

2011

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The place of the basic sciences in medical curricula

Medical education, 2000-08, Vol.34 (8), p.594-595

McCrorie, Peter

2000

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Acquire, apply, and activate knowledge: A pyramid model for teaching and integrating cultural competence in medical curricula

Patient education and counseling, 2018-06, Vol.101 (6), p.1147-1151

2018

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Using virtual patients to integrate physiology, pathophysiology, and pharmacology in preclinical teaching

Advances in physiology education, 2019-09, Vol.43 (3), p.277-281

2019

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Managing assessment during curriculum change: Ottawa Consensus Statement

Medical teacher, 2024-07, Vol.46 (7), p.1-884

2024

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Global sharing, local innovation: Four schools, four countries, one curriculum

Medical teacher, 2016-12, Vol.38 (12), p.1204-1208

2016

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It teaches you what to expect in future...': interprofessional learning on a training ward for medical, nursing, occupational therapy and physiotherapy students

Medical education, 2002-04, Vol.36 (4), p.337-344

2002

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The principles and best practice of question writing for postgraduate examinations: Training, Education and Assessment

Best practice & research. Clinical obstetrics & gynaecology, 2010, Vol.24 (6), p.783-794

2010

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Improving medical education: Improving patient care

Teaching and teacher education, 2007-04, Vol.23 (3), p.314-322

2007

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Graduate students are more challenging, demanding, and questioning

BMJ, 2002-09, Vol.325 (7366), p.676-676

McCrorie, Peter

International edition, 2002

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PII: S0742-051X(06)00208-3

Teaching and teacher education, 2007, Vol.23 (3), p.237-238

2007

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Patient-oriented learning: a review of the role of the patient in the education of medical students

Medical education, 2000-10, Vol.34 (10), p.851-857

2000

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Variations in medical school graduating examinations in the United Kingdom: Are clinical competence standards comparable?

Medical teacher, 2009-03, Vol.31 (3), p.223-229

2009

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Tales from Tooting: reflections on the first year of the MBBS Graduate Entry Programme at St George's Hospital Medical School

Medical education, 2001-12, Vol.35 (12), p.1144-1149

McCrorie, P

2001

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Models for the development of graduate entry medical courses: two case studies: graduate entry

Medical education, 2004-11, Vol.38 (11), p.1169-1175

2004

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A model of clinical problem-based learning for clinical attachments in medicine

Medical education, 2009-08, Vol.43 (8), p.799-807

2009

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Which medical students enjoy problem-based learning?

Education in medicine journal, 2013-03, Vol.5 (1)

2013

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Learning in Small Groups

Understanding Medical Education, 2018, p.123-137

2018

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Models for the development of graduate entry medical courses: two case studies

Medical education, 2004-11, Vol.38 (11), p.1169-1175

2004

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Do you know?

Medical teacher, 1999-01, Vol.21 (3), p.346-347

McCrorie, Peter

1999

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Critical Reflection on Own Beliefs for Cultural Competence in Medical Education: an Analysis of Tutors’ Reflective Narratives

Faculty development through international exchange: The IMEX initiative

ASPIRE for excellence in curriculum development

The principles and best practice of question writing for postgraduate examinations

Expert validation of fit-for-purpose guidelines for designing programmes of assessment

Assessment for selection for the health care professions and specialty training: Consensus statement and recommendations from the Ottawa 2010 Conference

The place of the basic sciences in medical curricula

Acquire, apply, and activate knowledge: A pyramid model for teaching and integrating cultural competence in medical curricula

Using virtual patients to integrate physiology, pathophysiology, and pharmacology in preclinical teaching

Managing assessment during curriculum change: Ottawa Consensus Statement

Global sharing, local innovation: Four schools, four countries, one curriculum

It teaches you what to expect in future...': interprofessional learning on a training ward for medical, nursing, occupational therapy and physiotherapy students

The principles and best practice of question writing for postgraduate examinations: Training, Education and Assessment

Improving medical education: Improving patient care

Graduate students are more challenging, demanding, and questioning

PII: S0742-051X(06)00208-3

Patient-oriented learning: a review of the role of the patient in the education of medical students

Variations in medical school graduating examinations in the United Kingdom: Are clinical competence standards comparable?

Tales from Tooting: reflections on the first year of the MBBS Graduate Entry Programme at St George's Hospital Medical School

Models for the development of graduate entry medical courses: two case studies: graduate entry

A model of clinical problem-based learning for clinical attachments in medicine

Which medical students enjoy problem-based learning?

Learning in Small Groups

Models for the development of graduate entry medical courses: two case studies

Do you know?

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