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Scientist or science-stuffed? Discourses of science in North American medical education

Medical education, 2013-01, Vol.47 (1), p.26-32

Whitehead, Cynthia

2013

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The value of basic science in clinical diagnosis: creating coherence among signs and symptoms

Medical education, 2005-01, Vol.39 (1), p.107-112

2005

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Teaching research methodology in medical schools: students' attitudes towards and knowledge about science

Medical education, 2004-01, Vol.38 (1), p.81-86

2004

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Science in the undergraduate curriculum during the 20th century

Medical education, 2006-03, Vol.40 (3), p.195-201

Weatherall, David J

2006

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Science is fundamental: the role of biomedical knowledge in clinical reasoning

Medical education, 2007-12, Vol.41 (12), p.1173-1177

Woods, Nicole N

2007

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Does problem-based learning lead to deficiencies in basic science knowledge? An empirical case on anatomy

Medical education, 2003-01, Vol.37 (1), p.15-21

2003

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Synchronous distance education vs traditional education for health science students: A systematic review and meta‐analysis

Medical education, 2021-03, Vol.55 (3), p.293-308

2021

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Doctors, science and society

Medical education, 2013-01, Vol.47 (1), p.7-9

Swanwick, Tim

2013

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Creating an ideal social and behavioural sciences curriculum for medical students

Medical education, 2010-12, Vol.44 (12), p.1194-1202

2010

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Social and behavioural science education in UK medical schools: current practice and future directions

Medical education, 2004-04, Vol.38 (4), p.409-417

2004

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Exploring barriers to teaching behavioural and social sciences in medical education

Medical education, 2008-03, Vol.42 (3), p.309-314

2008

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Relevant behavioural and social science for medical undergraduates: a comparison of specialist and non-specialist educators

Medical education, 2006-10, Vol.40 (10), p.1020-1026

2006

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A critical narrative review of transfer of basic science knowledge in health professions education

Medical education, 2018-06, Vol.52 (6), p.592-604

2018

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What is feedback in clinical education?

Medical education, 2008-02, Vol.42 (2), p.189-197

2008

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Professionalism and the basic sciences: an untapped resource

Medical education, 2008-02, Vol.42 (2), p.183-188

2008

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The determination of the relevance of basic sciences learning objectives to clinical practice using a questionnaire survey

Medical education, 2003-11, Vol.37 (11), p.962-965

2003

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Does teacher thinking match teaching practice? A study of basic science teachers

Medical education, 2008-02, Vol.42 (2), p.143-151

2008

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Medical students' attitudes towards and perception of the basic sciences: a comparison between students in the old and the new curriculum at the University Medical Center Utrecht, The Netherlands

Medical education, 2002-12, Vol.36 (12), p.1142-1150

2002

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Preparing medical students for future learning using basic science instruction

Medical education, 2014-07, Vol.48 (7), p.667-673

2014

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‘Noticing’ in health professions education: Time to pay attention?

Medical education, 2023-04, Vol.57 (4), p.305-314

2023

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Prior academic background and student performance in assessment in a graduate entry programme

Medical education, 2004-11, Vol.38 (11), p.1164-1168

2004

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Contexts, concepts and cognition: principles for the transfer of basic science knowledge

Medical education, 2017-02, Vol.51 (2), p.184-195

2017

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Practical guidelines to build Sense of Community in online medical education

Medical education, 2021-08, Vol.55 (8), p.925-932

2021

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‘We have different needs’: Specifying support for classroom and clinical sessional educators

Medical education, 2020-08, Vol.54 (8), p.748-757

2020

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Test-enhanced learning and its effect on comprehension and diagnostic accuracy

Medical education, 2014-02, Vol.48 (2), p.181-188

2014

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Scientist or science-stuffed? Discourses of science in North American medical education

The value of basic science in clinical diagnosis: creating coherence among signs and symptoms

Teaching research methodology in medical schools: students' attitudes towards and knowledge about science

Science in the undergraduate curriculum during the 20th century

Science is fundamental: the role of biomedical knowledge in clinical reasoning

Does problem-based learning lead to deficiencies in basic science knowledge? An empirical case on anatomy

Synchronous distance education vs traditional education for health science students: A systematic review and meta‐analysis

Doctors, science and society

Creating an ideal social and behavioural sciences curriculum for medical students

Social and behavioural science education in UK medical schools: current practice and future directions

Exploring barriers to teaching behavioural and social sciences in medical education

Relevant behavioural and social science for medical undergraduates: a comparison of specialist and non-specialist educators

A critical narrative review of transfer of basic science knowledge in health professions education

What is feedback in clinical education?

Professionalism and the basic sciences: an untapped resource

The determination of the relevance of basic sciences learning objectives to clinical practice using a questionnaire survey

Does teacher thinking match teaching practice? A study of basic science teachers

Medical students' attitudes towards and perception of the basic sciences: a comparison between students in the old and the new curriculum at the University Medical Center Utrecht, The Netherlands

Preparing medical students for future learning using basic science instruction

‘Noticing’ in health professions education: Time to pay attention?

Prior academic background and student performance in assessment in a graduate entry programme

Contexts, concepts and cognition: principles for the transfer of basic science knowledge

Practical guidelines to build Sense of Community in online medical education

‘We have different needs’: Specifying support for classroom and clinical sessional educators

Test-enhanced learning and its effect on comprehension and diagnostic accuracy

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