Medical Education

© John Wiley & Sons Ltd and The Association for the Study of Medical Education

Cover image for Vol. 43 Issue 6

June 2009

Volume 43, Issue 6

Pages 501–600

  1. In this issue

    1. Top of page
    2. In this issue
    3. Commentaries
    4. Self-directed Learning
    5. Sources of Variation in Assessment
    6. Learning Across Contexts
    7. Selection of Students and Specialities
    8. Selection of Students and Specialties
    9. Selection of Students and Specialities
    10. Virtual Patients
    11. Validity
    12. The Cost of Education
    13. Letter to the Editor
    1. In this issue (page 501)

      Version of Record online: 15 MAY 2009 | DOI: 10.1111/j.1365-2923.2009.03389.x

  2. Commentaries

    1. Top of page
    2. In this issue
    3. Commentaries
    4. Self-directed Learning
    5. Sources of Variation in Assessment
    6. Learning Across Contexts
    7. Selection of Students and Specialities
    8. Selection of Students and Specialties
    9. Selection of Students and Specialities
    10. Virtual Patients
    11. Validity
    12. The Cost of Education
    13. Letter to the Editor
    1. Forgetting lessons past: failure to consider context and resources in curricular change (pages 502–504)

      W Dale Dauphinee

      Version of Record online: 15 MAY 2009 | DOI: 10.1111/j.1365-2923.2009.03334.x

    2. Self-directed learning of clinical skills (pages 505–506)

      Richard Hays

      Version of Record online: 15 MAY 2009 | DOI: 10.1111/j.1365-2923.2009.03378.x

  3. Self-directed Learning

    1. Top of page
    2. In this issue
    3. Commentaries
    4. Self-directed Learning
    5. Sources of Variation in Assessment
    6. Learning Across Contexts
    7. Selection of Students and Specialities
    8. Selection of Students and Specialties
    9. Selection of Students and Specialities
    10. Virtual Patients
    11. Validity
    12. The Cost of Education
    13. Letter to the Editor
    1. How effective is self-guided learning of clinical technical skills? It’s all about process (pages 507–515)

      Ryan Brydges, Heather Carnahan, Oleg Safir and Adam Dubrowski

      Version of Record online: 15 MAY 2009 | DOI: 10.1111/j.1365-2923.2009.03329.x

  4. Sources of Variation in Assessment

    1. Top of page
    2. In this issue
    3. Commentaries
    4. Self-directed Learning
    5. Sources of Variation in Assessment
    6. Learning Across Contexts
    7. Selection of Students and Specialities
    8. Selection of Students and Specialties
    9. Selection of Students and Specialities
    10. Virtual Patients
    11. Validity
    12. The Cost of Education
    13. Letter to the Editor
    1. How ratings vary by staff group in multi-source feedback assessment of junior doctors (pages 516–520)

      Alison D Bullock, Andrew Hassell, Wolfgang A Markham, David W Wall and Andrew B Whitehouse

      Version of Record online: 15 MAY 2009 | DOI: 10.1111/j.1365-2923.2009.03333.x

    2. Does the gender of the standardised patient influence candidate performance in an objective structured clinical examination? (pages 521–525)

      Susan Humphrey-Murto, Claire Touchie, Timothy J Wood and Sydney Smee

      Version of Record online: 15 MAY 2009 | DOI: 10.1111/j.1365-2923.2009.03336.x

    3. Sources of variation in performance on a shared OSCE station across four UK medical schools (pages 526–532)

      Alistair Chesser, Helen Cameron, Phillip Evans, Jennifer Cleland, Kathy Boursicot and Gary Mires

      Version of Record online: 15 MAY 2009 | DOI: 10.1111/j.1365-2923.2009.03370.x

    4. Comparing narrative and multiple-choice formats in online communication skill assessment (pages 533–541)

      Sara Kim, Freya Spielberg, Larry Mauksch, Stu Farber, Cuong Duong, Wes Fitch and Tom Greer

      Version of Record online: 15 MAY 2009 | DOI: 10.1111/j.1365-2923.2009.03368.x

  5. Learning Across Contexts

    1. Top of page
    2. In this issue
    3. Commentaries
    4. Self-directed Learning
    5. Sources of Variation in Assessment
    6. Learning Across Contexts
    7. Selection of Students and Specialities
    8. Selection of Students and Specialties
    9. Selection of Students and Specialities
    10. Virtual Patients
    11. Validity
    12. The Cost of Education
    13. Letter to the Editor
    1. Medical students benefit from learning about patient safety in an interprofessional team (pages 542–552)

      Elizabeth Anderson, Lucy Thorpe, David Heney and Stewart Petersen

      Version of Record online: 15 MAY 2009 | DOI: 10.1111/j.1365-2923.2009.03328.x

    2. Effects of medical training scenarios on heart rate variability and motivation in students and simulated patients (pages 553–556)

      Nicole Rieber, Lisa Betz, Paul Enck, Eric Muth, Christoph Nikendei, Markus Schrauth, Anne Werner, Axel Kowalski and Stephan Zipfel

      Version of Record online: 15 MAY 2009 | DOI: 10.1111/j.1365-2923.2009.03374.x

  6. Selection of Students and Specialities

    1. Top of page
    2. In this issue
    3. Commentaries
    4. Self-directed Learning
    5. Sources of Variation in Assessment
    6. Learning Across Contexts
    7. Selection of Students and Specialities
    8. Selection of Students and Specialties
    9. Selection of Students and Specialities
    10. Virtual Patients
    11. Validity
    12. The Cost of Education
    13. Letter to the Editor
    1. The predictive validity of the BioMedical Admissions Test for pre-clinical examination performance (pages 557–564)

      Joanne L Emery and John F Bell

      Version of Record online: 15 MAY 2009 | DOI: 10.1111/j.1365-2923.2009.03367.x

  7. Selection of Students and Specialties

    1. Top of page
    2. In this issue
    3. Commentaries
    4. Self-directed Learning
    5. Sources of Variation in Assessment
    6. Learning Across Contexts
    7. Selection of Students and Specialities
    8. Selection of Students and Specialties
    9. Selection of Students and Specialities
    10. Virtual Patients
    11. Validity
    12. The Cost of Education
    13. Letter to the Editor
    1. Emotional intelligence and medical specialty choice: findings from three empirical studies (pages 565–572)

      Nicole J Borges, Terry D Stratton, Peggy J Wagner and Carol L Elam

      Version of Record online: 15 MAY 2009 | DOI: 10.1111/j.1365-2923.2009.03371.x

  8. Selection of Students and Specialities

    1. Top of page
    2. In this issue
    3. Commentaries
    4. Self-directed Learning
    5. Sources of Variation in Assessment
    6. Learning Across Contexts
    7. Selection of Students and Specialities
    8. Selection of Students and Specialties
    9. Selection of Students and Specialities
    10. Virtual Patients
    11. Validity
    12. The Cost of Education
    13. Letter to the Editor
    1. The multiple mini-interview for selection of international medical graduates into family medicine residency education (pages 573–579)

      Marianna Hofmeister, Jocelyn Lockyer and Rodney Crutcher

      Version of Record online: 15 MAY 2009 | DOI: 10.1111/j.1365-2923.2009.03380.x

  9. Virtual Patients

    1. Top of page
    2. In this issue
    3. Commentaries
    4. Self-directed Learning
    5. Sources of Variation in Assessment
    6. Learning Across Contexts
    7. Selection of Students and Specialities
    8. Selection of Students and Specialties
    9. Selection of Students and Specialities
    10. Virtual Patients
    11. Validity
    12. The Cost of Education
    13. Letter to the Editor
    1. Design principles for virtual patients: a focus group study among students (pages 580–588)

      Sören Huwendiek, Friedrich Reichert, Hans-Martin Bosse, Bas A De Leng, Cees P M Van Der Vleuten, Martin Haag, Georg F Hoffmann and Burkhard Tönshoff

      Version of Record online: 15 MAY 2009 | DOI: 10.1111/j.1365-2923.2009.03369.x

  10. Validity

    1. Top of page
    2. In this issue
    3. Commentaries
    4. Self-directed Learning
    5. Sources of Variation in Assessment
    6. Learning Across Contexts
    7. Selection of Students and Specialities
    8. Selection of Students and Specialties
    9. Selection of Students and Specialities
    10. Virtual Patients
    11. Validity
    12. The Cost of Education
    13. Letter to the Editor
    1. Standard setting for progress tests: combining external and internal standards (pages 589–593)

      Chris Ricketts, Adrian C Freeman and Lee R Coombes

      Version of Record online: 15 MAY 2009 | DOI: 10.1111/j.1365-2923.2009.03372.x

  11. The Cost of Education

    1. Top of page
    2. In this issue
    3. Commentaries
    4. Self-directed Learning
    5. Sources of Variation in Assessment
    6. Learning Across Contexts
    7. Selection of Students and Specialities
    8. Selection of Students and Specialties
    9. Selection of Students and Specialities
    10. Virtual Patients
    11. Validity
    12. The Cost of Education
    13. Letter to the Editor
    1. The financial costs of delivering problem-based learning in a new, graduate-entry medical programme (pages 594–598)

      Paul Finucane, William Shannon and Deirdre McGrath

      Version of Record online: 15 MAY 2009 | DOI: 10.1111/j.1365-2923.2009.03373.x

  12. Letter to the Editor

    1. Top of page
    2. In this issue
    3. Commentaries
    4. Self-directed Learning
    5. Sources of Variation in Assessment
    6. Learning Across Contexts
    7. Selection of Students and Specialities
    8. Selection of Students and Specialties
    9. Selection of Students and Specialities
    10. Virtual Patients
    11. Validity
    12. The Cost of Education
    13. Letter to the Editor
    1. Sustainable involvement of real patients in medical education: thanks to volunteerism and relationship management (pages 599–600)

      Jenny Barr, Kath Ogden, Jan Radford and Kim Rooney

      Version of Record online: 15 MAY 2009 | DOI: 10.1111/j.1365-2923.2009.03377.x

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