about
Supporting international medical graduates' transition to their host-country: realist synthesisAnnual Review of Competence Progression (ARCP) performance of doctors who passed Professional and Linguistic Assessments Board (PLAB) tests compared with UK medical graduates: national data linkage study.Ethical permission for the publication of routinely collected data.Availability of a virtual learning environment does not compensate for the lack of a physical facility.The use of models and metaphors in developmental biology.Evaluating professionalism in medical undergraduates using selected response questions: findings from an item response modelling studyA Delphi consensus study to identify current clinically most valuable orthopaedic anatomy components for teaching medical studentsA study to investigate the effectiveness of SimMan® as an adjunct in teaching preclinical skills to medical studentsAssessment of progress tests.Predictive validity of the UKCAT for medical school undergraduate performance: a national prospective cohort studyRelating professionalism and conscientiousness to develop an objective, scalar, proxy measure of professionalism in anaesthetic traineesPredicting fitness to practise events in international medical graduates who registered as UK doctors via the Professional and Linguistic Assessments Board (PLAB) system: a national cohort study.Comparison of the sensitivity of the UKCAT and A Levels to sociodemographic characteristics: a national study.A systematic literature review of undergraduate clinical placements in underserved areas.Do students learn to be more conscientious at medical school?Measuring conscientiousness and professionalism in undergraduate medical students.The impact of wearing scrubs on contextual learning.The clinical conscientiousness index: a valid tool for exploring professionalism in the clinical undergraduate setting.Evaluating the complementary roles of an SJT and academic assessment for entry into clinical practice.Gaps and Bridges.Supporting international graduates to success.Learning in underserved UK areas: a novel approach.Clinical vignettes improve performance in anatomy practical assessment.Peer estimation of lack of professionalism correlates with low Conscientiousness Index scores.Does 'doing art' inform students' learning of anatomy?Testing learning theories: the NUL hypothesis.Music and spatial task performance.Erratum to: Evaluating the complementary roles of an SJT and academic assessment for entry into clinical practice."Over my dead body?": the influence of demographics on students' willingness to participate in peer physical examination.A microwell assay for anchorage independent cell growthSelf-assembly of structures resembling functional organs by pure populations of cellsThe relationship between assessment and learningNew path for teaching anatomy: living anatomy and medical imaging vs. dissectionOutreach is better than selection for increasing diversityClinical competencies achievement profiles - a way forward for students with disabilities?The Development of an Online Standalone Cognitive Hazard Training for Laparoscopic Cholecystectomy: A Feasibility StudyNon-technical skills assessments in undergraduate medical education: A focused BEME systematic review: BEME Guide No. 54Restoring avian wing digits
P50
Q28072044-D1AB9D99-C35F-45ED-9DA9-0831FC9ABAC2Q30803083-3B85A770-8AA7-4AC4-8A78-B36E8296F40DQ31003763-5F6C2FB2-3E9D-40C4-86DB-2B3A1101EF25Q33245774-E71A9E7F-CE94-47B5-81BD-D8AD3D5C8393Q33714402-5EB5145D-8E86-45B3-A0B4-EE6AC9BA3CECQ33945857-9BA52515-7765-463A-9C5D-9F292E3740BDQ34872320-25FA1428-8527-4140-946C-EBC01AA610E2Q34891793-DA249DD5-5156-4F92-9F58-3C94ADEEEB8DQ36023653-98383F60-3042-4489-BED9-65209E86B130Q36136170-AF48195E-FB8A-4657-8D9C-F3A9A11A48AFQ36294473-E486EFE8-78A0-448E-BEC3-4E380C17B641Q36313791-62844F48-A9F9-4C38-8693-4928C64554EFQ37485077-CB49AE65-52FF-4658-8393-D90105227BB0Q38135487-1CC3540C-5BBE-4E7A-BF31-A2C25C0A6878Q42323141-D2FDF93C-9129-4564-B5D6-580B6C7656B9Q44513369-1FC0C26D-1579-46AE-AC0B-381D89CE536FQ44625563-A5E5B5D9-5F17-4048-8F33-5EC3E4F454F9Q47335337-9EC5A556-62B2-412E-B03E-D35E47F915B3Q47365564-CF5EE658-4E1E-436E-97BC-9444E89ABF14Q47659454-207631BC-990B-42F5-9B9A-410BCEE7FFA2Q48509855-697D0B09-C227-44DC-BE02-CFB3D1918F82Q50542178-DE1DFDB7-0F85-409B-BD98-B6EB7CDCFD5DQ50666370-601524B3-7BF4-4185-A8A9-DF710CCD1E42Q51613544-0B313E1D-02EF-479F-9E49-6179D7190119Q52051841-79E1D570-9B01-4E03-A980-665CAA0A5041Q52111442-4ACEAFB4-0C08-4C9D-8567-838D2212ADC4Q52221066-F5B927ED-2CB1-48A3-854D-27308E99A5A6Q53119704-F7E0E7C0-57BF-40BC-871F-52585702183DQ54727531-B74DDC28-2842-44AB-958F-5F0903673441Q56879977-5C7E5DC8-99F3-4BD9-A777-56AD0C153395Q69581131-BF0DCF77-CAAB-406C-8E4C-E3B60410D17DQ79996041-E37E85A6-1A4B-406A-BA7A-6843A11BFF49Q81044609-5146C066-697C-4721-B9AA-7D2B828CB7ADQ81185587-7B53EC32-F555-4DE1-8B31-B46DFAC27108Q83193617-4BC0D75D-3191-4D1A-90B8-A99BD5E92EA0Q90315049-F8BFFC55-83EE-4680-AA43-29853A812FEEQ91426432-EC5DC04E-DB43-4089-8FEE-6486A2FDDD8EQ93605313-41743844-AC71-4047-AB93-18A82CF38A47
P50
description
researcher
@en
wetenschapper
@nl
հետազոտող
@hy
name
John C McLachlan
@ast
John C McLachlan
@en
John C McLachlan
@es
John C McLachlan
@nl
John C McLachlan
@sl
type
label
John C McLachlan
@ast
John C McLachlan
@en
John C McLachlan
@es
John C McLachlan
@nl
John C McLachlan
@sl
prefLabel
John C McLachlan
@ast
John C McLachlan
@en
John C McLachlan
@es
John C McLachlan
@nl
John C McLachlan
@sl
P106
P31
P496
0000-0001-5493-2645