Medical Education

Cover image for Vol. 40 Issue 7

July 2006

Volume 40, Issue 7

Pages 603–713

  1. In this issue

    1. Top of page
    2. In this issue
    3. Commentary
    4. Current perspectives
    5. Case specificity
    6. Communication
    7. Clinical teaching
    8. Duty hours
    9. The clinical curriculum
    10. Learning objectives
    11. Diversity
    12. Letters to the editor
    13. Forthcoming papers
    1. in this issue (page 603)

      Version of Record online: 23 JUN 2006 | DOI: 10.1111/j.1365-2929.2006.02537.x

  2. Commentary

    1. Top of page
    2. In this issue
    3. Commentary
    4. Current perspectives
    5. Case specificity
    6. Communication
    7. Clinical teaching
    8. Duty hours
    9. The clinical curriculum
    10. Learning objectives
    11. Diversity
    12. Letters to the editor
    13. Forthcoming papers
    1. Clinical education: teachers and Stritter's student (pages 604–606)

      Brian Jolly

      Version of Record online: 23 JUN 2006 | DOI: 10.1111/j.1365-2929.2006.02521.x

  3. Current perspectives

    1. Top of page
    2. In this issue
    3. Commentary
    4. Current perspectives
    5. Case specificity
    6. Communication
    7. Clinical teaching
    8. Duty hours
    9. The clinical curriculum
    10. Learning objectives
    11. Diversity
    12. Letters to the editor
    13. Forthcoming papers
  4. Case specificity

    1. Top of page
    2. In this issue
    3. Commentary
    4. Current perspectives
    5. Case specificity
    6. Communication
    7. Clinical teaching
    8. Duty hours
    9. The clinical curriculum
    10. Learning objectives
    11. Diversity
    12. Letters to the editor
    13. Forthcoming papers
    1. How specific is case specificity? (pages 618–623)

      Geoffrey Norman, Georges Bordage, Gordon Page and David Keane

      Version of Record online: 23 JUN 2006 | DOI: 10.1111/j.1365-2929.2006.02511.x

  5. Communication

    1. Top of page
    2. In this issue
    3. Commentary
    4. Current perspectives
    5. Case specificity
    6. Communication
    7. Clinical teaching
    8. Duty hours
    9. The clinical curriculum
    10. Learning objectives
    11. Diversity
    12. Letters to the editor
    13. Forthcoming papers
    1. Communication skills competencies: definitions and a teaching toolbox (pages 624–629)

      Elizabeth A Rider and Constance H Keefer

      Version of Record online: 23 JUN 2006 | DOI: 10.1111/j.1365-2929.2006.02500.x

    2. Assessing resident's knowledge and communication skills using four different evaluation tools (pages 630–636)

      Jim Nuovo, Klea D Bertakis and Rahman Azari

      Version of Record online: 23 JUN 2006 | DOI: 10.1111/j.1365-2929.2006.02506.x

  6. Clinical teaching

    1. Top of page
    2. In this issue
    3. Commentary
    4. Current perspectives
    5. Case specificity
    6. Communication
    7. Clinical teaching
    8. Duty hours
    9. The clinical curriculum
    10. Learning objectives
    11. Diversity
    12. Letters to the editor
    13. Forthcoming papers
    1. You have free access to this content
      Describing clinical teachers' characteristics and behaviours using critical incidents and repertory grids (pages 645–653)

      Praminthra Chitsabesan, Sally Corbett, Leonie Walker, John Spencer and John Roger Barton

      Version of Record online: 16 JUN 2006 | DOI: 10.1111/j.1365-2929.2006.02510.x

    2. Clinical teachers as role models: perceptions of interns and residents in a Lebanese medical school (pages 654–661)

      Alexandre Yazigi, Marwan Nasr, Ghassan Sleilaty and Elie Nemr

      Version of Record online: 23 JUN 2006 | DOI: 10.1111/j.1365-2929.2006.02502.x

  7. Duty hours

    1. Top of page
    2. In this issue
    3. Commentary
    4. Current perspectives
    5. Case specificity
    6. Communication
    7. Clinical teaching
    8. Duty hours
    9. The clinical curriculum
    10. Learning objectives
    11. Diversity
    12. Letters to the editor
    13. Forthcoming papers
    1. Baseline duty hours recorded with time-cards: a pre-regulation study of internal medicine residents (pages 662–666)

      Larry W Chang, Arpana R Vidyarthi and R Jeffrey Kohlwes

      Version of Record online: 16 JUN 2006 | DOI: 10.1111/j.1365-2929.2006.02501.x

  8. The clinical curriculum

    1. Top of page
    2. In this issue
    3. Commentary
    4. Current perspectives
    5. Case specificity
    6. Communication
    7. Clinical teaching
    8. Duty hours
    9. The clinical curriculum
    10. Learning objectives
    11. Diversity
    12. Letters to the editor
    13. Forthcoming papers
    1. Student evaluation of the clinical ‘curriculum in action’ (pages 667–674)

      Tim Dornan, Muijtjens Arno, Judy Hadfield, Albert Scherpbier and Henny Boshuizen

      Version of Record online: 23 JUN 2006 | DOI: 10.1111/j.1365-2929.2006.02507.x

  9. Learning objectives

    1. Top of page
    2. In this issue
    3. Commentary
    4. Current perspectives
    5. Case specificity
    6. Communication
    7. Clinical teaching
    8. Duty hours
    9. The clinical curriculum
    10. Learning objectives
    11. Diversity
    12. Letters to the editor
    13. Forthcoming papers
    1. Complex perspectives on learning objectives: stakeholders' beliefs about core objectives based on focus group interviews (pages 675–681)

      Anne Mette Morcke, Gitte Wichmann-Hansen, Dorte Guldbrand Nielsen and Berit Eika

      Version of Record online: 23 JUN 2006 | DOI: 10.1111/j.1365-2929.2006.02509.x

  10. Diversity

    1. Top of page
    2. In this issue
    3. Commentary
    4. Current perspectives
    5. Case specificity
    6. Communication
    7. Clinical teaching
    8. Duty hours
    9. The clinical curriculum
    10. Learning objectives
    11. Diversity
    12. Letters to the editor
    13. Forthcoming papers
    1. Medical students' perceptions of racial diversity and gender equality (pages 691–696)

      May Lee and John L Coulehan

      Version of Record online: 22 JUN 2006 | DOI: 10.1111/j.1365-2929.2006.02516.x

    2. Refugees and medical student training: results of a programme in primary care (pages 697–703)

      Kim Griswold, Joan B Kernan, Timothy J Servoss, Frances G Saad, Christine M Wagner and Luis E Zayas

      Version of Record online: 23 JUN 2006 | DOI: 10.1111/j.1365-2929.2006.02514.x

  11. Letters to the editor

    1. Top of page
    2. In this issue
    3. Commentary
    4. Current perspectives
    5. Case specificity
    6. Communication
    7. Clinical teaching
    8. Duty hours
    9. The clinical curriculum
    10. Learning objectives
    11. Diversity
    12. Letters to the editor
    13. Forthcoming papers
    1. Responding to student resistance (page 711)

      Jane Roberts

      Version of Record online: 16 JUN 2006 | DOI: 10.1111/j.1365-2929.2006.02505.x

  12. Forthcoming papers

    1. Top of page
    2. In this issue
    3. Commentary
    4. Current perspectives
    5. Case specificity
    6. Communication
    7. Clinical teaching
    8. Duty hours
    9. The clinical curriculum
    10. Learning objectives
    11. Diversity
    12. Letters to the editor
    13. Forthcoming papers
    1. forthcoming papers (page 713)

      Version of Record online: 23 JUN 2006 | DOI: 10.1111/j.1365-2929.2006.02522.x

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