in this issue
Forgetting lessons past
Self-directed learning of clinical skills
How effective is self-guided learning of clinical technical skills? It's all about process
How ratings vary by staff group in multi-source feedback assessment of junior doctors
Does the gender of the standardised patient influence candidate performance in an objective structured clinical examination?
Sources of variation in performance on a shared OSCE station across four UK medical schools
Comparing narrative and multiple-choice formats in online communication skill assessment
Medical students benefit from learning about patient safety in an interprofessional team
Effects of medical training scenarios on heart rate variability and motivation in students and simulated patients
The predictive validity of the BioMedical Admissions Test for pre-clinical examination performance
Emotional intelligence and medical specialty choice
The multiple mini-interview for selection of international medical graduates into family medicine residency education
Design principles for virtual patients
Standard setting for progress tests
The financial costs of delivering problem-based learning in a new, graduate-entry medical programme
Sustainable involvement of real patients in medical education