Use of simulator-based medical procedural curriculum: the learner’s perspectives
Shanks D, Wong RY, Roberts JM, Nair P, Ma IW. Use of simulator-based medical procedural curriculum: the learner’s perspectives. BMC medical education. 2010 Dec;10(1):1-7.
Which factors, personal or external, most influence students’ generation of learning goals?
Eva KW, Munoz J, Hanson MD, Walsh A, Wakefield J. Which factors, personal or external, most influence students’ generation of learning goals? Academic Medicine. 2010 Oct 1;85(10):S102-105.
Comparing self-guided learning and educator-guided learning formats for simulation-based clinical training
Brydges R, Carnahan H, Rose D, Dubrowski A. Comparing self‐guided learning and educator‐guided learning formats for simulation‐based clinical training. Journal of Advanced Nursing. 2010 Aug;66(8):1832-1844.
Active learning: a resident’s reflection on the impact of a student-centred curriculum
Mickelson JJ, Kaplan WE, MacNeily AE. Active learning: a resident’s reflection on the impact of a student-centred curriculum. Canadian Urological Association Journal. 2009 Oct;3(5):399.
Canadian medical students’ perceptions of public health education in the undergraduate medical curriculum
Tyler IV, Hau M, Buxton JA, Elliott LJ, Harvey BJ, Hockin JC, Mowat DL. Canadian medical students’ perceptions of public health education in the undergraduate medical curriculum. Academic Medicine. 2009 Sep 1;84(9):1307-1312.
Teaching and learning in the operating room is a two-way street: resident perceptions
Vikis EA, Mihalynuk TV, Pratt DD, Sidhu RS. Teaching and learning in the operating room is a two-way street: resident perceptions. The American journal of surgery. 2008 May 1;195(5):594-598.