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Commentary
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Three blind mice-might make good reviewers
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Albanese
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Morrison on Regehr and Bordage 2006-0204
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Morrison
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Journal Peer Review
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To Blind or not to Blind?
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Regehr & Bordage
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Assessment
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Temporal and group-related trends in peer assessment
amongst medical students
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Lurie et al
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Assessment in the context of uncertainty: the effect of
variability within the panel of reference
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Charlin et al
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The usability of PDAs for assessment of practical
performance
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Treadwell
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Validity of portfolio assessment: which qualities determine
ratings?
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Driessen
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Developing teaching cases
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A conceptual framework for developing teaching cases: A
review and synthesis of literature across disciplines
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Kim et al
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Foundation Programmes
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Class half empty? Pre-registration house officer attendance
at weekly teaching sessions implications for delivering
the new Foundation Programme curriculum
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Higgins et al
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Student study
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Clinical clerkships: students can structure their own
learning
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Smith & Morrison
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Pre-registration house officers (PRHOs) give their views
about studying under a reformed medical curriculum
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Watmough et al
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Student learning
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Validity of index of learning styles scores:
multitrait-multimethod comparison with three
cognitive/learning style instruments
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Cook & Smith
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Disentangling clinical learning experiences: an exploratory
study on the experience of internship
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Deketelaere et al
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Learning approaches of undergraduates to physiology in an
Indian medical school
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Abraham et al
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Problem-based learning
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Student perceptions about the characteristics of an
effective discussion during the reporting phase in PBL
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Visschers-Pleijers et al
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Correspondence
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Problem-based learning education
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Stride
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A perceived problem of gaining participation in
postgraduate medical education research in N.H.S. Acute
Trusts
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Mann
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Let a thousand flowers bloom
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Walsh
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The journal