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Issue Title
 
Vol 18, No 1 (2017) How do we know that we are assessing the “right things”? Abstract
Joy Rudland, Cameron Lacey, Kristin Kenrick, Mike Tweed
 
Vol 18, No 1 (2017) The Master's Apprentice: How do Australian medical interns learn? Abstract
Allyson Agnew, Tarun Sen Gupta, Frances Quirk, Rebecca Evans, Sarah Larkins
 
Vol 16, No 4 (2015) Impact of vicarious learning through peer observation during simulation on student behavioural measures Abstract
Kae Livsey, Erin Lavender-Stott
 
Vol 18, No 1 (2017) “Hearing students into speech”: A critical exploration of nursing students’ experiences of adversity Abstract
Julie Hanson, Margaret McAllister
 
Vol 16, No 4 (2015) Using concept maps to understand student learning in a compulsory volunteering subject in occupational therapy Abstract
Mary Kennedy-Jones, Naji Kinaz, Pricilla Ennals
 
Vol 16, No 4 (2015) “We don’t know what we need to learn”: Medical student perceptions of preparedness for practice in men’s health Abstract
Carol Holden, Veronica Collins, Sylvia Pomeroy, Richard Turner, Benedict Canny, Bu Yeap, Gary Wittert, Rob McLachlan
 
Vol 16, No 4 (2015) Australian medical students’ perceptions towards the introduction of MD courses in medical education Abstract
Rahul Barmanray, Jasmine Zhu, Katherine Reid, Agnes Dodds
 
Vol 18, No 2 (2017) A survey of strategies for increasing the number of medical learners in all Tasmanian general practices Abstract
Jan Radford
 
Vol 17, No 3 (2016) Virtual patient consultations and the use of an ePortfolio assessment to support student learning of integrated professional skills Abstract
Fiona Naumann, Jia-Lin Yang, Thuan Thai, Caroline Ford, Patsie Polly
 
Vol 18, No 2 (2017) Attitudes towards peer review of teaching in medical education Abstract
Rebecca Caygill, Mia Peardon, Catherine Waite, Ian McIntyre, Don Bradley, Julian Wright
 
Vol 16, No 3 (2015) Students’ reflections on first-year interprofessional teamwork: Phenomenographic evaluation of function and success Abstract
Susan McNaughton
 
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