Exploring the relationship between emotion and cognitive load types during patient handovers John Q. YoungKrima ThakkerPatricia S. O’Sullivan OriginalPaper 26 May 2021 Pages: 1463 - 1489
How organizational culture influences holistic review: a qualitative multiple case study Bettie CoplanBronwynne C. Evans OriginalPaper 12 June 2021 Pages: 1491 - 1517
Drawing on experience: exploring the pedagogical possibilities of using rich pictures in health professions education Monica L. MolinaroAnita ChengKori LaDonna OriginalPaper 21 June 2021 Pages: 1519 - 1535
Pathways to performance in undergraduate medical students: role of conscientiousness and the perceived educational environment S. SchrempftG. PiumattiA. Baroffio OriginalPaper Open access 22 July 2021 Pages: 1537 - 1554
A scoping review of clinical reasoning research with Asian healthcare professionals Ching-Yi LeeChang-Chyi JenqLynn Monrouxe OriginalPaper Open access 12 July 2021 Pages: 1555 - 1579
Optimizing teacher basic need satisfaction in distributed healthcare contexts M. J. M. VerheesR. E. EngbersR. F. J. M. Laan OriginalPaper Open access 04 July 2021 Pages: 1581 - 1595
Implicit and inferred: on the philosophical positions informing assessment science Walter TavaresKathryn HodwitzRyan Brydges OriginalPaper 09 August 2021 Pages: 1597 - 1623
When patient-centred and family-centred approaches clash: Taiwanese health professions students' patient autonomy dilemmas Xin WangMing-Jung Ho OriginalPaper 26 August 2021 Pages: 1625 - 1640
Exploring complexities in the reform of assessment practice: a critical realist perspective Chris RobertsPriya KhannaLambert Schuwirth OriginalPaper 24 August 2021 Pages: 1641 - 1657
It does not have to be either or! Assessing competence in medicine should be a continuum between an analytic and a holistic approach Thomas RotthoffMartina KadmonSigrid Harendza Reflections Open access 29 March 2021 Pages: 1659 - 1673