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s10459-016-9703-8
s10459-016-9703-8
https://scigraph.springernature.com/pub.10.1007/s10459-016-9703-8
End-task versus in-task feedback to increase procedural learning retention during spinal anaesthesia training of novices.
P2888
Q47404710-9637922F-B273-4453-9C17-A4E46FC993CF
P2888
s10459-016-9703-8
https://scigraph.springernature.com/pub.10.1007/s10459-016-9703-8