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Foreword
Residents-as-teachers Training in U.S. Residency Programs and Offices of Graduate Medical Education
Distinguishing Sexual Harassment from Discrimination
Students' Perceptions of the Effectiveness of Interns' Teaching during the Internal Medicine Clerkship
Does “Shortness of Breath” = “Dyspnea”?
History-taking Behaviors Associated with Diagnostic Competence of Clerks
Effect of a Diagnostic Suggestion on Diagnostic Accuracy and Identification of Clinical Features
The Certification Status of Generalist Physicians and the Mortality of Their Patients after acute Myocardial Infarction
Comparing Patient-management Skills of Referred Physicians and Non-referred Physicians on a Computer-based Case-simulation Examination
Resident and Faculty Adherence to Common Guidelines
The Dean's Letter Summary Statement
A Generalizability Study of a Standardized Rating Form Used to Evaluate Instructional Quality in Clinical Ambulatory Sites
The Fourth-year Medical Curriculum
Explanations of Basic Medical Information by Students
Medical Students' Attitudes toward Patient-centered Care and Standardized Patients' Perceptions of Humanism
The Rhetoric of Rationalization
Using Basic Science Subject Tests to Identify Students at Risk for Failing Step 1
The Contribution of Noncognitive Characteristics in Predicting MCAT Scores
Estimating the Pre-interview Rankings of Underrepresented Minority Applicants When Ethnicity Is Not Considered in the Admission Process
Change of Interest in Surgery during Medical School
Stresses and Workplace Resources for Academic Junior Faculty
Gender Segregation by Specialty during Medical School
Longitudinal Outcomes of an Executive-model Program for Faculty Development
Perceived Self-efficacy for Performing Key Physician–Faculty Functions—A Baseline Assessment of Participants in a One-year Faculty Development Program
Development of Junior Faculty's Self-efficacy
Patients' Satisfaction with Their Family Physicians' Communication Skills
Developing Competency-assessment Tools to Measure the Family Physician's Ability to Respond to the Needs of the Community
Cognitive Benefits of Problem-based Learning
Difficulties in Recognizing One's Own Incompetence
Using Standardized Patients to Assess Medical Students' Professionalism
Assessing Sources of Score Variability in a Multisite Medical Performance Assessment
The Interaction of Examinee's Ethnicity and Standardized Patient's Ethnicity
Appraisal of Clinical Competence during Clerkships
Quality Assurance Data for Residents' Global Performance Ratings
Global Descriptive Evaluations Are More Responsive than Global Numeric Ratings in Detecting Students' Progress during the Inpatient Portion of an Internal Medicine Clerkship
Classification Accuracy for Tests That Allow Retakes
Developing an Item Pool for CBT
Relationships among Item Characteristics, Examine Characteristics, and Response Times on USMLE Step 1