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Teaching and Learning in Medicine
An International Journal
Volume 27, 2015 - Issue 4
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Author Index

Teaching and Learning in Medicine Volume 27, 2015

Pages 442-447 | Published online: 27 Oct 2015

  • Aagaard E. The Effect of Resident Duty-Hours Restrictions on Internal Medicine Clerkship Experiences: Surveys of Medical Students and Clerkship Directors (Kogan and Others) 2015;27:37–50.
  • Abdulrahman M. Challenges Facing Medical Residents' Education and Satisfaction in the Middle East: A Report From United Arab Emirates (Abdulrahman and Others) 2015;27:387–394.
  • Aiyer MK. The Effect of Resident Duty-Hours Restrictions on Internal Medicine Clerkship Experiences: Surveys of Medical Students and Clerkship Directors (Kogan and Others) 2015;27:37–50.
  • Alexander EK. Length of Attending-Student and Resident-Student Interactions in the Inpatient Medicine Clerkship (Osman and Others) 2015;27:130–7.
  • AlHammadi HH. Challenges Facing Medical Residents' Education and Satisfaction in the Middle East: A Report From United Arab Emirates (Abdulrahman and Others) 2015;27:387–394.
  • AlKot MM. Family Medicine in Egypt From Medical Students' Perspective: A Nationwide Survey (AlKot and Others) 2015;27:264–73.
  • Allah KT. Family Medicine in Egypt From Medical Students' Perspective: A Nationwide Survey (AlKot and Others) 2015;27:264–73.
  • Andrade NN. One Model of Residency Journal Clubs With Multifaceted Support (Serghi and Others) 2015;27:329–40.
  • Arvidson M. Do Medical Student Stress, Health, or Quality of Life Foretell Step 1 Scores? A Comparison of Students in Traditional and Revised Pre-Clinical Curricula (Tucker and Others) 2015;27:63–70.
  • Au SS. Introducing Final-Year Medical Students to Pocket-Sized Ultrasound Imaging: Teaching Transthoracic Echocardiography on a 2-Week Anesthesia Rotation (Ho and Others) 2015;27:307–13.
  • Azzam A. Evaluation of the Program in Medical Education for the Urban Underserved (PRIME–US) at the UC Berkley–UCSF Joint Medical Program (JMP): The First 4 Years (Sokal-Gutierrez and Others) 2015;27:189–96.
  • Baker CA. The IDEA Rating Instrument: Assessing the Reporting, Diagnostic Reasoning, and Decision-Making Skills Demonstrated in Medical Students' Hospital Admission Notes (Baker and Others) 2015;27:163–73.
  • Ballejos MP. Increasing the Relative Weight of Noncognitive Admission Criteria Improves Underrepresented Minority Admission Rates to Medical School (Ballejos and Others) 2015;27:155–62.
  • Baroffio A. How Many Responses Do We Need? Using Generalizability Analysis to Estimate Minimum Necessary Response Rates for Online Student Evaluations (Gerbase and Others) 2015;27:395–403.
  • Bekas S. Leadership Development in UK Medical Training: Pedagogical Theory and Practice ACE (Alliance for Clinical Education) (Bekas) 2015;27:4–11.
  • Biggerstaff DL. Exam Success at Undergraduate and Graduate-Entry Medical Schools: Is Learning Style or Learning Approach More Important? A Critical Review Exploring Links Between Academic Success, Learning Styles, and Learning Approaches Among School-Leaver Entry (“Traditional”) and Graduate-Entry (“Nontraditional”) Medical Students (Freeley and Others) 2017;3:237–45.
  • Boam T. Development, Evaluation and Delivery of an Innovative National Undergraduate Surgical Workshop: Recognition and Management of the Acutely Unwell Surgical Patient (Mughal and Others) 2015;27:85–90.
  • Bodenmann P. Is the Front Line Prepared for the Changing Faces of Patients? Predictors of Cross-Cultural Preparedness Among Clinical Nurses and Resident Physicians in Lausanne, Switzerland (Casillas and Others) 2015;27:379–386.
  • Bordage G. Content and Rationale of Junior and Senior Preceptors Responding to Residents' Educational Needs Revisited (Cộte and Others) 2015;27:299–306.
  • Boscardin C. The Effect of Resident Duty-Hours Restrictions on Internal Medicine Clerkship Experiences: Surveys of Medical Students and Clerkship Directors (Kogan and Others) 2015;27:37–50.
  • Bostwick S. The Current and Ideal State of Mental Health Training: Pediatric Resident Perspectives (Hampton and Others) 2015;27:147–54.
  • Brisson GE. Defining a Mismatch: Differences in Usage of Social Networking Sites Between Medical Students and the Faculty Who Teach Them (Brisson and Others) 2015;27:208–14.
  • Burbridge B. University of Saskatchewan Radiology Courseware (USRC): An Assessment of its Utility for Teaching Diagnostic Imaging in the Medical School Curriculum (Burbridge and Others) 2015;27:91–8.
  • Butani L. A Proposed Conceptual Framework and Investigation of Upward Feedback Receptivity (Kost and Others) 2015;27:359–361.
  • Carrick FR. Challenges Facing Medical Residents' Education and Satisfaction in the Middle East: A Report From United Arab Emirates (Abdulrahman and Others) 2015;27:387–394.
  • Casillas A. Is the Front Line Prepared for the Changing Faces of Patients? Predictors of Cross-Cultural Preparedness Among Clinical Nurses and Resident Physicians in Lausanne, Switzerland (Casillas and Others) 2015;27: 379–386.
  • Cayea D. The Effect of Resident Duty-Hours Restrictions on Internal Medicine Clerkship Experiences: Surveys of Medical Students and Clerkship Directors (Kogan and Others) 2015;27:37–50.
  • Cerutti B. How Many Responses Do We Need? Using Generalizability Analysis to Estimate Minimum Necessary Response Rates for Online Student Evaluations (Gerbase and Others) 2015;27:395–403.
  • Chan SKC. Introducing Final-Year Medical Students to Pocket-Sized Ultrasound Imaging: Teaching Transthoracic Echocardiography on a 2-Week Anesthesia Rotation (Ho and Others) 2015;27:307–13.
  • Chan SO. Introducing Final-Year Medical Students to Pocket-Sized Ultrasound Imaging: Teaching Transthoracic Echocardiography on a 2-Week Anesthesia Rotation (Ho and Others) 2015;27:307–13.
  • Chan TM. An Extended Validity Argument for Assessing Feedback Culture (Rougas and Others) 2015;27:355–358.
  • Chang HJ. Investigation of Unethical and Unprofessional Behavior in Korean Residency Training (Chang and Others) 2015;27:370–378.
  • Cheng S. A Novel Approach to Assessing Professionalism in Preclinical Medical Students Using Paired Self- and Peer Evaluations (Emke and Others) 2015;27:362–365.
  • Cheng S. Developing Professionalism via Multisource Feedback in Team-Based Learning (Emke and Others) 2015;27:362–365.
  • Choi GYS. Introducing Final-Year Medical Students to Pocket-Sized Ultrasound Imaging: Teaching Transthoracic Echocardiography on a 2-Week Anesthesia Rotation (Ho and Others) 2015;27:307–13.
  • Churchill L. Assessing Medical Students' Tobacco Dependence Treatment Skills Using a Detailed Behavioral Checklist (Mazor and Others) 2015;27:292–8.
  • Cianciolo AT. An Extended Validity Argument for Assessing Feedback Culture (Rougas and Others) 2015;27:355–358.
  • Cianciolo AT. A Proposed Conceptual Framework and Investigation of Upward Feedback Receptivity (Kost and Others) 2015;27:359–361.
  • Cianciolo AT. Conceptualizing Interprofessional Teams as Multi-Team Systems—Implications for Assessment and Training (West and Others) 2015;27:366-369.
  • Cianciolo AT. Developing Professionalism via Multisource Feedback in Team-Based Learning (Emke and Others) 2015;27:362–365.
  • Cianciolo AT. Presenting TLM's First Editors' Choice Award (Cianciolo) 2015;27:235–6.
  • Cianciolo AT. Letter from the Editor-In-Chief (Cianciolo) 2015;27:3.
  • Cifu A. The Effect of Resident Duty-Hours Restrictions on Students' Perspective Internal Medicine Clerkship Experiences: Surveys of Medical Students and Clerkship Directors (Kogan and Others) 2015;27:37–50.
  • Clinkard DE. Assessment of Lumbar Puncture Skill in Experts and Non-Experts Using Checklists and Quantitative Tracking of Needle Trajectories—Implications for Competency-Based Medical Education (Clinkard and Others) 2015;27:51–6.
  • Clyne B. An Extended Validity Argument for Assessing Feedback Culture (Rougas and Others) 2015;27:355–358.
  • Combs H. A Proposed Conceptual Framework and Investigation of Upward Feedback Receptivity (Kost and Others) 2015;27:359–361.
  • Cộte L. Content and Rationale of Junior and Senior Preceptors Responding to Residents' Educational Needs Revisited (Cộte and Others) 2015;27:299–306.
  • Critchley LAH. Introducing Final-Year Medical Students to Pocket-Sized Ultrasound Imaging: Teaching Transthoracic Echocardiography on a 2-Week Anesthesia Rotation (Ho and Others) 2015;27:307–13.
  • Crump W. A Medical School Prematriculation Program for Rural Students: Staying Connected With Place, Cultivating a Special Connection With People (Fricker and Others) 2015;27:422–430.
  • Cunningham NJ. Use of a Checklist During Observation of a Simulated Cardiac Arrest Scenario Does Not Improve Time to CPR and Defibrillation Over Observation Alone for Subsequent Scenarios (Dilly and Others) 2015;27:71–9.
  • Curet M. A Review of Training Research and Virtual Reality Simulators for the Da Vinci Surgical System. (Liu and Others) 2015;1:12–26.
  • Curlin FA. A Systematic Review of Service-Learning in Medical Education: 1998–2012 (Ravella and Others) 2015;27:123–29.
  • Davidson B. Introversion and Medical Student Education: Challenges for Both Students and Educators (Davidson and Others) 2015;27:99–104.
  • Davis JA. Patients' Attitudes Toward Medical Student Participation Across Specialties: A Systematic Review (Vaughn and Others) 2015;27:245–53.
  • Default C. A Novel Approach to Assessing Professionalism in Preclinical Medical Students Using Paired Self- and Peer Evaluations (Emke and Others) 2015;27:362–365.
  • Denton GD. Abstracts from the Proceedings of the 2014 Annual Meeting of Clerkship Directors of Internal Medicine (CDIM) (Denton and Others) 2015;27:346–50.
  • Dhaliwal G. When Professors Don't Return Essays (Feldman and Others) 2015;27:431–434.
  • Diemer G. The Effect of Resident Duty-Hours Restrictions on Internal Medicine Clerkship Experiences: Surveys of Medical Students and Clerkship Directors (Kogan and Others) 2015;27:37–50.
  • Dilley SJ. Use of a Checklist During Observation of a Simulated Cardiac Arrest Scenario Does Not Improve Time to CPR and Defibrillation Over Observation Alone for Subsequent Scenarios (Dilly and Others) 2015;27:71–9.
  • Dufault C. Developing Professionalism via Multisource Feedback in Team-Based Learning (Emke and Others) 2015;27:362–365.
  • Durning S. The Effect of Resident Duty-Hours Restrictions on Internal Medicine Clerkship Experiences: Surveys of Medical Students and Clerkship Directors (Kogan and Others) 2015;27:37–50.
  • Eckleberry-Hunt J. Physician Depression and Suicide: A Shared Responsibility (Eckleberry-Hunt and Others) 2015;27:341–6.
  • Elnicki M. The Effect of Resident Duty-Hours Restrictions on Internal Medicine Clerkship Experiences: Surveys of Medical Students and Clerkship Directors (Kogan and Others) 2015;27:37–50.
  • Emke AR. A Novel Approach to Assessing Professionalism in Preclinical Medical Students Using Paired Self- and Peer Evaluations (Emke and Others) 2015;27:362–365.
  • Emke AR. Developing Professionalism via Multisource Feedback in Team-Based Learning (Emke and Others) 2015;27:362–365.
  • Esquivel EL. Abstracts from the Proceedings of the 2014 Annual Meeting of Clerkship Directors of Internal Medicine (CDIM) (Denton and Others) 2015;27:346–350.
  • Eva K. Selecting and Simplifying: Rater Performance and Behavior When Considering Multiple Competencies (Tavares and Others) 2015;27:362–365.
  • Ewen S. Innovation in Indigenous Health and Medical Education: The Leaders in Indigenous Medical Education (LIME) Network as a Community of Practice (Mazel and Others) 2015;27:314–28.
  • Faucherre F. Is the Front Line Prepared for the Changing Faces of Patients? Predictors of Cross-Cultural Preparedness Among Clinical Nurses and Resident Physicians in Lausanne, Switzerland (Casillas and Others) 2015;27:379–386.
  • Fazio SB. The Effect of Resident Duty-Hours Restrictions on Internal Medicine Clerkship Experiences: Surveys of Medical Students and Clerkship Directors (Kogan and Others) 2015;27:37–50.
  • Feldman W. When Professors Don't Return Essays (Feldman and Others) 2015;27:431–434.
  • Fish JS. Resident Use of the Internet, E-Mail, and Personal Electronics in the Care of Surgical Patients (Plant and Others) 2015;27:215–23.
  • Fisher MJ. Defining a Mismatch: Differences in Usage of Social Networking Sites Between Medical Students and the Faculty Who Teach Them (Brisson and Others) 2015;27:208–14.
  • Fitchinger G. Assessment of Lumbar Puncture Skill in Experts and Nonexperts Using Checklists and Quantitative Tracking of Needle Trajectories—Implications for Competency-Based Medical Education (Clinkard and Others) 2015;27:51–6.
  • Fogg L. The IDEA Rating Instrument: Assessing the Reporting, Diagnostic Reasoning and Decision Making Skills Demonstrated in Medical Students' Hospital Admission Notes (Baker and Others) 2015;27:163–73.
  • Freeley AM. Exam Success at Undergraduate and Graduate-Entry Medical Schools: Is Learning Style or Learning Approach More Important? A Critical Review Exploring Links Between Academic Success, Learning Styles, and Learning Approaches Among School-Leaver Entry (“Traditional”) and Graduate-Entry (“Nontraditional”) Medical Students (Freeley and Others) 2017;3:237–45.
  • Fricker SR. A Medical School Prematriculation Program for Rural Students: Staying Connected With Place, Cultivating a Special Connection With People (Fricker and Others) 2015;27:422–430.
  • Frost C. Factors Associated with Interest in Subspecialty Training Among Neurology Residents (Teixeira-Poit and Others) 2015;27:138–46.
  • Garcia RM. Evaluation of the Program in Medical Education for the Urban Underserved (PRIME-US) at the UC Berkley–UCSF Joint Medical Program (JMP): The First 4 years (Sokal-Gutierrez and Others) 2015;27:189–96.
  • Geller AC. Assessing Medical Students' Tobacco Dependence Treatment Skills Using a Detailed Behavioral Checklist (Mazor and Others) 2015;27:292–8.
  • Gerbase MW. How Many Responses Do We Need? Using Generalizability Analysis to Estimate Minimum Necessary Response Rates for Online Student Evaluations (Gerbase and Others) 2015;27:395–403.
  • Germond M. How Many Responses Do We Need? Using Generalizability Analysis to Estimate Minimum Necessary Response Rates for Online Student Evaluations (Gerbase and Others) 2015;27:395–403.
  • Ghali WA. Validation of the 25-Item Stanford Faculty Development Program Tool on Clinical Teaching Effectiveness (Mintz and Others) 2015; 27:174–81.
  • Gigante G. A Proposed Conceptual Framework and Investigation of Upward Feedback Receptivity (Kost and Others) 2015;27:359–361.
  • Gillies R. Introversion and Medical Student Education: Challenges for Both Students and Educators (Davidson and Others) 2015;27:99–104.
  • Goebert DA. One Model of Residency Journal Clubs With Multifaceted Support (Serghi and Others) 2015;27:329–40.
  • Gouda MA. Family Medicine in Egypt from Medical Students' Perspective: A Nationwide Survey (AlKot and Others) 2015;27:264–73.
  • Graham A. Conceptualizing Interprofessional Teams as Multi-Team Systems—Implications for Assessment and Training (West and Others) 2015;27:366–369.
  • Graham A. Evaluating Interprofessional Teamwork During a Large-Scale Simulation (West and Others) 2015;27:366–369.
  • Graham L. Conceptualizing Interprofessional Teams as Multi-Team Systems—Implications for Assessment and Training (West and Others) 2015;27:366–369.
  • Graham L. Evaluating Interprofessional Teamwork During a Large-Scale Simulation (West and Others) 2015;27:366-369.
  • Green AR. Is the Front Line Prepared for the Changing Faces of Patients? Predictors of Cross-Cultural Preparedness Among Clinical Nurses and Resident Physicians in Lausanne, Switzerland (Casillas and Others) 2015;27:379–386.
  • Green C. The Current and Ideal State of Mental Health Training: Pediatric Resident Perspectives (Hampton and Others) 2015;27:147–54.
  • Griffiths J. Challenges Facing Medical Residents' Education and Satisfaction in the Middle East: A Report From United Arab Emirates (Abdulrahman and Others) 2015;27:387–394.
  • Gromarie P. Content and Rationale of Junior and Senior Preceptors Responding to Residents' Educational Needs Revisited (Cộte and Others) 2015;27:299–306.
  • Gurpreet D. When Professors Don't Return Essays (Feldman and Others) 2015;27:431–434.
  • Halpern MT. Factors Associated With Interest in Subspecialty Training Among Neurology Residents (Teixeira-Poit and Others) 2015;27:138–46.
  • Hampton E. The Current and Ideal State of Mental Health Training: Pediatric Resident Perspectives (Hampton and Others) 2015;27:147–54.
  • Harris BHL. A Novel Student-Led Approach to Multiple-Choice Question Generation and Online Database Creation, With Targeted Clinician Input (Harris and Others) 2015;27:182–88.
  • Harris DA. A Novel Student-Led Approach to Multiple-Choice Question Generation and Online Database Creation, With Targeted Clinician Input (Harris and Others) 2015;27:182–88.
  • Hauer KE. The Effect of Resident Duty-Hours Restrictions on Internal Medicine Clerkship Experiences: Surveys of Medical Students and Clerkship Directors (Kogan and Others) 2015;27:37–50.
  • Hayes RB. Assessing Medical Students' Tobacco Dependence Treatment Skills Using a Detailed Behavioral Checklist (Mazor and Others) 2015;27:292–8.
  • Hayton A. Teaching Medical Students to Reflect More Deeply (Hayton and Others) 2015;27:410–416.
  • Hishinuma ES. One Model of Residency Journal Clubs With Multifaceted Support (Serghi and Others) 2015;27:329–40.
  • Ho AMH. Introducing Final-Year Medical Students to Pocket-Sized Ultrasound Imaging: Teaching Transthoracic Echocardiography on a 2-Week Anesthesia Rotation (Ho and Others) 2015;27:307–13.
  • Holden M. Assessment of Lumbar Puncture Skill in Experts and Nonexperts Using Checklists and Quantitative Tracking of Needle Trajectories—Implications for Competency-Based Medical Education (Clinkard and Others) 2015;27:51–6.
  • House JB. Lumbar Punctures at an Academic Level 4 NICU: Indications for a New Curriculum (Shafer and Others) 2015;27:205–7.
  • Huang GC. When Professors Don't Return Essays (Feldman and Others) 2015;27:431–434.
  • Ilho K. Teaching Medical Students to Reflect More Deeply (Hayton and Others) 2015;27:410–416.
  • Isherwood J. Development, Evaluation, and Delivery of an Innovative National Undergraduate Surgical Workshop: Recognition and Management of the Acutely Unwell Surgical Patient (Mughal and Others) 2015;27:85–90.
  • Ivey SL. Evaluation of the Program in Medical Education for the Urban Underserved (PRIME-US) at the UC Berkley–UCSF Joint Medical Program (JMP): The First 4 Years (Sokal-Gutierrez and Others) 2015;27:189–96.
  • Jeon-Slaughter H. Do Medical Student Stress, Health, or Quality of Life Foretell Step 1 Scores? A Comparison of Students in Traditional and Revised Preclinical Curricula (Tucker and Others) 2015;27:63–70.
  • Jolicoeur D. Assessing Medical Students' Tobacco Dependence Treatment Skills Using a Detailed Behavioral Checklist (Mazor and Others) 2015;27:292–8.
  • Julfar A. Challenges Facing Medical Residents' Education and Satisfaction in the Middle East: A Report From United Arab Emirates (Abdulrahman and Others) 2015;27:387–394.
  • Kahn M. Medical Student Education in Neurosurgery: Optional or Essential (Lobel and Others) 2015;27:201–4.
  • Kalet A. Conceptualizing Interprofessional Teams as Multi-Team Systems—Implications for Assessment and Training (West and Others) 2015;27: 366–369.
  • Kallaf MM. Family Medicine in Egypt from Medical Students' Perspective: A Nationwide Survey (AlKot and Others) 2015;27:264–73.
  • Kalra N. University of Saskatchewan Radiology Courseware (USRC): An Assessment of its Utility for Teaching Diagnostic Imaging in the Medical School Curriculum (Burbridge and Others) 2015;27:91–8.
  • Kaltman S. Enhancing Motivational Interviewing Training in a Family Medicine Clerkship (Kaltman and Others) 2015;27:80–4.
  • Kan PKY. Introducing Final-Year Medical Students to Pocket-Sized Ultrasound Imaging: Teaching Transthoracic Echocardiography on a 2-Week Anesthesia Rotation (Ho and Others) 2015;27:307–13.
  • Kane HL. Factors Associated With Interest in Subspecialty Training Among Neurology Residents (Teixeira-Poit and Others) 2015;27:138–46.
  • Kang I. Teaching Medical Students to Reflect More Deeply (Hayton and Others) 2015;27:410–416.
  • Karray Y. Computer versus Paper—Does It Make Any Difference in Test Performance? (Karray and Others) 2015;27:57–62.
  • Keating M. Factors Associated With Interest in Subspecialty Training Among Neurology Residents (Teixeira-Poit and Others) 2015;27:138–46.
  • Kelly W. Abstracts from the Proceedings of the 2014 Annual Meeting of Clerkship Directors of Internal Medicine (CDIM) (Denton and Others) 2015;27:346–350.
  • Khalafian A. Do Medical Student Stress, Health, or Quality of Life Foretell Step 1 Scores? A Comparison of Students in Traditional and Revised Preclinical Curricula (Tucker and Others) 2015;27:63–70.
  • Khan AR. The Effect of Resident Duty-Hours Restrictions on Internal Medicine Clerkship Experiences: Surveys of Medical Students and Clerkship Directors (Kogan and Others) 2015;27:37–50.
  • Klamen DL. Book Review of: Assessing Learning and Emotions in Illness: Integrating Psychotherapeutic Teaching into Medical Education (Klamen) 2015;27:224–5.
  • Klein E. A Proposed Conceptual Framework and Investigation of Upward Feedback Receptivity (Kost and Others) 2015;27:359–361.
  • Knight S. Development, Evaluation and Delivery of an Innovative National Undergraduate Surgical Workshop: Recognition and Management of the Acutely Unwell Surgical Patient (Mughal and Others) 2015;27:85–90.
  • Kogan JR. The Effect of Resident Duty-hours Restrictions on Internal Medicine Clerkship Experiences: Surveys of Medical Students and Clerkship Directors (Kogan and Others) 2015;27:37–50.
  • Kost A. A Proposed Conceptual Framework and Investigation of Upward Feedback Receptivity (Kost and Others) 2015;27:359–361.
  • Kozmic. SE. Defining a Mismatch: Differences in Usage of Social Networking Sites between Medical Students and the Faculty who Teach Them (Brisson and Others) 2015;27:208–14.
  • Kreiter CD. Constructing a More Comprehensive Validity Argument for Medical School Admission Testing: Predicting Long-Term Outcomes (Kreiter and Others) 2015;27:197–200.
  • Kritek P. A Proposed Conceptual Framework and Investigation of Upward Feedback Receptivity (Kost and Others) 2015;27:359–361.
  • Kwon HJ. Investigation of Unethical and Unprofessional Behavior in Korean Residency Training (Chang and Others) 2015;27:370–378.
  • LaBelle MW. Defining a Mismatch: Differences in Usage of Social Networking Sites between Medical Students and the Faculty who Teach Them (Brisson and Others) 2015;27:208–14.
  • Lam PKN. Introducing Final-Year Medical Students to Pocket-Sized Ultrasound Imaging: Teaching Transthoracic Echocardiography on a 2-Week Anesthesia Rotation (Ho and Others) 2015;27:307–13.
  • Landry K. Conceptualizing Interprofessional Teams as Multi-Team Systems – Implications for Assessment and Training (West and Others) 2015;27: 366–369.
  • Landry K. Evaluating Interprofessional Teamwork During a Large Scale Simulation (West and Others) 2015;27:366–369.
  • Lang VJ. The Effect of Resident Duty-Hours Restrictions on Internal Medicine Clerkship Experiences: Surveys of Medical Students and Clerkship Directors (Kogan and Others) 2015;27:37–50.
  • Lapin J. The Effect of Resident Duty-Hours Restrictions on Internal Medicine Clerkship Experiences: Surveys of Medical Students and Clerkship Directors (Kogan and Others) 2015;27:37–50.
  • LaRochelle J. Abstracts from the Proceedings of the 2014 Annual Meeting of Clerkship Directors of Internal Medicine (CDIM) (Denton and Others) 2015;27:346–350.
  • Ledford CH. The IDEA Rating Instrument: Assessing the Reporting, Diagnostic Reasoning and Decision-Making Skills Demonstrated in Medical Students' Hospital Admission Notes (Baker and Others) 2015;27:163–73.
  • Lee APW. Introducing Final-Year Medical Students to Pocket-Sized Ultrasound Imaging: Teaching Transthoracic Echocardiography on a 2-Week Anesthesia Rotation (Ho and Others) 2015;27:307–13.
  • Lee WW. Abstracts from the Proceedings of the 2014 Annual Meeting of Clerkship Directors of Internal Medicine (CDIM) (Denton and Others) 2015;27:346–350.
  • Lee YH. Investigation of Unethical and Unprofessional Behavior in Korean Residency Training (Chang and Others) 2015;27:370–378.
  • Lee YM. Investigation of Unethical and Unprofessional Behavior in Korean Residency Training (Chang and Others) 2015;27:370–378.
  • Leung JYC. Introducing Final-Year Medical Students to Pocket-Sized Ultrasound Imaging: Teaching Transthoracic Echocardiography on a 2-Week Anesthesia Rotation (Ho and Others) 2015;27:307–13.
  • Levine D. Abstracts from the Proceedings of the 2014 Annual Meeting of Clerkship Directors of Internal Medicine (CDIM) (Denton and Others) 2015;27:346–350.
  • Lick D. Physician Depression and Suicide: A Shared Responsibility (Eckleberry-Hunt and Others) 2015;27:341–6.
  • Liu M. A Review of Training Research and Virtual Reality Simulators for the Da Vinci Surgical System (Liu and Others) 2015:1;12–26.
  • Lobel DA. Medical Student Education in Neurosurgery: Optional or Essential (Lobel and Others) 2015;27:201–4.
  • Loo LK. Teaching Medical Students to Reflect More Deeply (Hayton and Others) 2015;27:410–416.
  • Lunsford RM. One Model of Residency Journal Clubs With Multifaceted Support (Serghi and Others) 2015;27:329–40.
  • Ma IWY. Validation of the 25-Item Stanford Faculty Development Program Tool on Clinical Teaching Effectiveness (Mintz and Others) 2015;27: 174–81.
  • Mahoney RM. Use of a Checklist During Observation of a Simulated Cardiac Arrest Scenario Does Not Improve Time to CPR and Defibrillation Over Observation Alone for Subsequent Scenarios (Dilly and Others) 2015;27:71–9.
  • Malin G. University of Saskatchewan Radiology Courseware (USRC): An Assessment of its Utility for Teaching Diagnostic Imaging in the Medical School Curriculum (Burbridge and Others) 2015;27:91–8.
  • Matsuda NM. One Model of Residency Journal Clubs With Multifaceted Support (Serghi and Others) 2015;27:329–40.
  • Mazel O. Innovation in Indigenous Health and Medical Education: The Leaders in Indigenous Medical Education (LIME) Network as a Community of Practice (Mazel and Others) 2015;27:314–28.
  • Mazor KM. Assessing Medical Students' Tobacco Dependence Treatment Skills Using a Detailed Behavioral Checklist (Mazor and Others) 2015;27:292–8.
  • McGraw B. Assessment of Lumbar Puncture Skill in Experts and Nonexperts Using Checklists and Quantitative Tracking of Needle Trajectories—Implications for Competency-Based Medical Education (Clinkard and Others) 2015;27:51–6.
  • Mendoza MD. Abstracts from the Proceedings of the 2014 Society of Teachers of Family Medicine (STFM) Conference on Medical Student Education (Robinson and Others) 2015;27:226–32.
  • Mintz M. The Effect of Resident Duty-Hours Restrictions on Internal Medicine Clerkship Experiences: Surveys of Medical Students and Clerkship Directors (Kogan and Others) 2015;27:37–50.
  • Mintz M. Validation of the 25-Item Stanford Faculty Development Program Tool on Clinical Teaching Effectiveness (Mintz and Others) 2015;27:174–81.
  • Mitchell VG. Length of Attending-Student and Resident-Student Interactions in the Inpatient Medicine Clerkship (Osman and Others) 2015;27:130–7.
  • Moult E. Assessment of Lumbar Puncture Skill in Experts and Nonexperts Using Checklists and Quantitative Tracking of Needle Trajectories—Implications for Competency-Based Medical Education (Clinkard and Others) 2015;27:51–6.
  • Mughal Z. Development, Evaluation and Delivery of an Innovative National Undergraduate Surgical Workshop: Recognition and Management of the Acutely Unwell Surgical Patient (Mughal and Others) 2015;27:85–90.
  • Mughal Z. Increasing Medical Students' Confidence in Procedural Skills Using a Junior Doctor-Delivered Bedside Supervision Program (Mughal and Others) 2015;27:417–421.
  • Muntz MD. Abstracts from the Proceedings of the 2014 Annual Meeting of Clerkship Directors of Internal Medicine (CDIM) (Denton and Others) 2015;27:346–350.
  • Musick D. Developing Professionalism via Multisource Feedback in Team-Based Learning (Emke and Others) 2015;27:362–365.
  • Newman LR. When Professors Don't Return Essays (Feldman and Others) 2015;27:431–434.
  • Ng DK. Introducing Final-Year Medical Students to Pocket-Sized Ultrasound Imaging: Teaching Transthoracic Echocardiography on a 2-Week Anesthesia Rotation (Ho and Others) 2015;27:307–13.
  • Ninane F. Is the Front Line Prepared for the Changing Faces of Patients? Predictors of Cross-Cultural Preparedness Among Clinical Nurses and Resident Physicians in Lausanne, Switzerland (Casillas and Others) 2015;27: 379–386.
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