Uitgave 3/2015
Inhoudsopgave (14 Artikelen)
Teaching in the clinical workplace: looking beyond the power of ‘the one’
- Open Access
- Editorial
Renée E. Stalmeijer
Tackling medical student stress: beyond individual resilience
- Open Access
- commentary
Christopher Watling
Applying cognitive load theory to medical education: construct and measurement challenges
- Open Access
- Commentary
John Q. Young, Justin L. Sewell
The rationale for and use of assessment frameworks: improving assessment and reporting quality in medical education
- Open Access
- Review Article
Jacob Pearce, Daniel Edwards, Julian Fraillon, Hamish Coates, Benedict J. Canny, David Wilkinson
The evolution of cognitive load theory and its application to medical education
- Open Access
- Review Article
Jimmie Leppink, Angelique van den Heuvel
Stressors and starting points for health-promoting interventions in medical school from the students’ perspective: a qualitative study
- Open Access
- Original article
Thomas Kötter, Nadine J. Pohontsch, Edgar Voltmer
Innovations in multidisciplinary education in healthcare and technology
- Open Access
- Show and Tell
Joost van Hoof, Elisabeth L.M. Zwerts-Verhelst, Marianne E. Nieboer, Eveline J.M. Wouters
Potential benefits of student- and junior doctor-led textbooks
- Open Access
- Short Communication
Zeshan U Qureshi, Katherine Lattey, Patrick Bryne, Mark Rodrigues, Michael Ross, Simon Maxwell
Feedback on role model behaviour: effective for clinical trainers?
- Open Access
- Short Communication
H.G.A. Ria Jochemsen-van der Leeuw, Margreet Wieringa-de Waard, Nynke van Dijk
In response to ‘Medical Education Research: is participation fair?’
- Open Access
- Letter
W. E. Sjoukje van den Broek, Roel H. P. Wouters, J. J. M. Hans van Delden
Binding study advice: effect of raising the standards?
- Open Access
- Letter
Karen M. Stegers-Jager, Axel P. N. Themmen
