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AMEE MedEdPublish

AMEE MedEdPublish (ISSN 2312-7996) is an e-journal which offers an easy-to-search open access resource of papers relevant to the field of medical education with peer review following publication.

Here you can search for Volume 1-4 papers. Volume 5 onwards will be available on the AMEE MedEdPublish website www.mededpublish.org

Bullying and undermining; a threat to both patient care and medical personnel wellbeing? A cross sectional survey of the undergraduates, trainees and consultants in Obstetrics and Gynaecology in the West Midlands (Published 2015)

The aim of this study was to explore the nature of bullying behaviours as well as proposed solutions from the respondents of an anonymous survey of all levels of seniority within Obstetrics and Gynaecology in the West Midlands region.

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How Students Perceive Problem Based Learning PBL Group Tutorials at a Swedish Medical College (Published 2015)

The aim of this study is to determine which factors influence student’s perceptions of problem-based learning (PBL).

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The jigsaw technique of peer teaching and learning An efficient and enjoyable teaching strategy in medicine (Published 2015)

Multiple factors in the current climate of curriculum reform call for a need for more efficient, student-centered learning. This paper presents the jigsaw technique of peer teaching with a detailed description of the steps involved.

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Workplace based assessment in clinical radiology diverse practice and its implications (Published 2015)

The study investigates the implementation of workplace based assessment (WPBA) by examining its day-to-day realisation in practice and relates these findings to the RCR guidance. The study explores if the usage of WPBA differed from the RCR’s intention and examines the reasons for this deviation.

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Educational Supervision in Public Health Specialty Training Through the eyes of specialty registrars (Published 2015)

Models of supervision vary across regional training programmes in The UK. In this study registrars were surveyed on their expectations for the supervision relationship as part of a new model of supervision for public health specialty registrars in the East of England.

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