about
Improving continuing medical education for surgical techniques: applying the lessons learned in the first decade of minimal access surgery.Experimental study design and grant writing in eight steps and 28 questions.To blind or not to blind? What authors and reviewers prefer.Quality of reporting of experimental studies in medical education: a systematic review.Moving the field forward: going beyond quantitative-qualitative.Prototypes and semantic qualifiers: from past to present.Description, justification and clarification: a framework for classifying the purposes of research in medical education.Conceptual frameworks in the study of duty hours changes in graduate medical education: a review.Threats to validity in the use and interpretation of script concordance test scores.How clinical features are presented matters to weaker diagnosticians.Towards a program of assessment for health professionals: from training into practice.Attending physician variability: a model of four supervisory styles.Quantitative assessment of diagnostic ability.Inter-rater reliability and generalizability of patient note scores using a scoring rubric based on the USMLE Step-2 CS format.Skills and attributes of directors of educational programmes.A procedural skills OSCE: assessing technical and non-technical skills of internal medicine residents.A hypothesis-driven physical examination learning and assessment procedure for medical students: initial validity evidence.Student uncertainties drive teaching during case presentations: more so with SNAPPS.Reducing the number of options on multiple-choice questions: response time, psychometrics and standard setting.Differential Weighting for Subcomponent Measures of Integrated Clinical Encounter Scores Based on the USMLE Step 2 CS Examination: Effects on Composite Score Reliability and Pass-Fail Decisions.Patient-management problems as a learning tool for the continuing medical education of general practitioners.Twelve tips on writing abstracts and titles: How to get people to use and cite your work.Content and Rationale of Junior and Senior Preceptors Responding to Residents' Educational Needs Revisited.Expressing clinical reasoning and uncertainties during a Thai internal medicine ambulatory care rotation: does the SNAPPS technique generalize?SNAPPS-Plus: an educational prescription for students to facilitate formulating and answering clinical questions.Clinically discriminating checklists versus thoroughness checklists: improving the validity of performance test scores.Study habits of surgery residents and performance on American Board of Surgery In-Training examinations.Content and conceptual frameworks of preceptor feedback related to residents' educational needs.Reliability and validity of key feature cases for the self-assessment of colon and rectal surgeons.Making a difference in curriculum reform and decision-making processes.Conceptual frameworks to illuminate and magnify.Using SNAPPS to facilitate the expression of clinical reasoning and uncertainties: a randomized comparison group trial.Assessing clinical reasoning in pediatric emergency medicine: validity evidence for a Script Concordance Test.Reliability and usefulness of clinical encounter cards for a third-year surgical clerkship.Validation of the SETOC instrument -- Student evaluation of teaching in outpatient clinics.The structure of medical knowledge in the memories of medical students and general practitioners: categories and prototypes.The curriculum: overloaded and too general?Resident hesitation in the operating room: does uncertainty equal incompetence?Publishing ethics in medical education journals.Conceptual Frameworks to Guide Research and Development (R&D) in Health Professions Education.
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P50
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Georges Bordage
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P69
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P21
P31
P496
0000-0002-0717-9336