Medical students describe their patterns of practising clinical examination skills outside timetabled sessions

Medical Teacher

Volumn 30, Issue 3, 2008, Pages 334-

  Bhoopatkar, Harsh ^a   Weam, Andy ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

CLINICAL ASSESSMENT; CLINICAL COMPETENCE; CLINICAL EXAMINATION; CLINICAL PRACTICE; CLINICAL SUPERVISION; HUMAN; LEARNING ENVIRONMENT; LEARNING STYLE; LETTER; MEDICAL STUDENT; SKILL; STUDENT ATTITUDE; EDUCATION PROGRAM; KNOWLEDGE; MANDATORY PROGRAM; MEDICAL EDUCATION; STANDARDIZATION; TEACHING; ACADEMIC ACHIEVEMENT; CURRICULUM; MEDICAL ETHICS; MEDICAL SCHOOL;

CLINICAL COMPETENCE; EDUCATIONAL MEASUREMENT; HUMANS; PRACTICE (PSYCHOLOGY); QUESTIONNAIRES; STUDENTS, MEDICAL; EDUCATION, MEDICAL, UNDERGRADUATE; GREAT BRITAIN; MEDICAL STAFF, HOSPITAL; ETHICS, MEDICAL; PILOT PROJECTS; PROBLEM-BASED LEARNING;

EID: 46749132383     PISSN: 0142159X     EISSN: 1466187X     Source Type: Journal    
DOI: 10.1080/01421590701753567     Document Type: Letter

References (2)

1. Ericsson, KA, Krampe, RT and Tesch Roemer, C (1993) The role of deliberate practice in the acquisition of expert performance. Psychol Rev, 100:3, pp. 363-406.
2. Mavis, BE (2000) Does studying for an objective structured clinical examination make a difference?. Med Educ, 34, pp. 808-812.