In this issue
Theory is needed to improve education, assessment and policy in self-directed learning
Towards greater clarity in the role of ambiguity in clinical reasoning
Script concordance testing: a review of published validity evidence
Towards effective outcomes in teaching, learning and assessment of law in medical education
Techniques for teaching electrocardiogram interpretation: self-directed learning is less effective than a workshop or lecture
Some like it hot: medical student views on choosing the emotional level of a simulation
‘Is that normal?’ Pre-clerkship students' approaches to professional dilemmas
How trainees would disclose medical errors: educational implications for training programmes
A randomised controlled trial of the effects of mindfulness practice on medical student stress levels
Why are newly qualified doctors unprepared to care for patients at the end of life?
Beyond the barriers: family medicine residents' attitudes towards providing Aboriginal health care
The influence of familiar non-diagnostic information on the diagnostic decisions of novices
Role of clinical context in residents' physical examination diagnostic accuracy
Very long-term retention of basic science knowledge in doctors after graduation
Reflecting on ‘reflection’ and ‘reflex’