Non-cognitive factors in health sciences education: from the clinic floor to the cutting room floor Geoff Norman Editorial 01 March 2010 Pages: 1 - 8
Factors affecting feeling-of-knowing in a medical intelligent tutoring system: the role of immediate feedback as a metacognitive scaffold Gilan M. El SaadawiRoger AzevedoRebecca S. Crowley OriginalPaper 01 March 2010 Pages: 9 - 30
Observed consultation: confidence and accuracy of assessors Mike TweedChristopher Ingham Original Paper 01 March 2010 Pages: 31 - 43
Chemistry courses as the turning point for premedical students Donald A. BarrJohn MatsuiMaria Elena Gonzalez ORIGINAL PAPER 01 March 2010 Pages: 45 - 54
Is case-specificity content-specificity? An analysis of data from extended-matching questions Valerie DoryRobert GagnonBernard Charlin ORIGINAL PAPER 01 March 2010 Pages: 55 - 63
Defining the correctness of a diagnosis: differential judgments and expert knowledge Steven L. KanterTeresa A. BrosenitschJames Staszewski ORIGINAL PAPER 01 March 2010 Pages: 65 - 79
Increased authenticity in practical assessment using emergency case OSCE stations Miriam RuesselerMichael WeinlichFelix Walcher Original Paper 01 March 2010 Pages: 81 - 95
Two models of raters in a structured oral examination: does it make a difference? Claire TouchieSusan Humphrey-MurtoTimothy J. Wood Original Paper 01 March 2010 Pages: 97 - 108
Long-term retention of basic science knowledge: a review study Eugène J. F. M. Custers Reflections 01 March 2010 Pages: 109 - 128
Professional competencies in health sciences education: from multiple intelligences to the clinic floor India F. Lane Reflections 01 March 2010 Pages: 129 - 146
Erratum to: Is case-specificity content-specificity? An analysis of data from extended-matching questions Valerie DoryRobert GagnonBernard Charlin Erratum 01 March 2010 Pages: 147 - 148