Published in Teach Learn Med on January 01, 2002
Reliability of predictors of study success in medicine. Wien Med Wochenschr (2006) 1.22
"What do they want me to say?" The hidden curriculum at work in the medical school selection process: a qualitative study. BMC Med Educ (2012) 0.96
The validity of Iran's national university entrance examination (Konkoor) for predicting medical students' academic performance. BMC Med Educ (2012) 0.88
A measurement perspective on affirmative action in U.S. medical education. Med Educ Online (2013) 0.83
Non-cognitive selected students do not outperform lottery-admitted students in the pre-clinical stage of medical school. Adv Health Sci Educ Theory Pract (2015) 0.80
Comparison of communication skills between medical students admitted after interviews or on academic merits. BMC Med Educ (2012) 0.80
Medical students perceive better group learning processes when large classes are made to seem small. PLoS One (2014) 0.79
Current medical student interviewers add data to the evaluation of medical school applicants. Med Educ Online (2010) 0.78
White Paper on Pharmacy Admissions: Developing a Diverse Work Force to Meet the Health-Care Needs of an Increasingly Diverse Society: Recommendations of the American Association of Colleges of Pharmacy Special Committee on Admissions. Am J Pharm Educ (2015) 0.78
The use of professionalism scenarios in the medical school interview process: faculty and interviewee perceptions. Med Educ Online (2008) 0.75
New non-cognitive procedures for medical applicant selection: a qualitative analysis in one school. BMC Med Educ (2014) 0.75
A Study of Psychological Distress in Two Cohorts of First-Year Medical Students that Underwent Different Admission Selection Processes. Malays J Med Sci (2012) 0.75
Generalizability of a composite student selection procedure at a university-based chiropractic program. J Chiropr Educ (2009) 0.75
Imperfect physician assistant and physical therapist admissions processes in the United States. J Educ Eval Health Prof (2014) 0.75
Academic performance in Iranian medical students during the pre-clinical stage. Med J Islam Repub Iran (2017) 0.75
Methods to explain the clinical significance of health status measures. Mayo Clin Proc (2002) 7.00
The relationship between response time and diagnostic accuracy. Acad Med (2012) 4.62
Need for expertise based randomised controlled trials. BMJ (2005) 4.34
An admissions OSCE: the multiple mini-interview. Med Educ (2004) 3.28
Association between a medical school admission process using the multiple mini-interview and national licensing examination scores. JAMA (2012) 2.95
Predictive validity of the multiple mini-interview for selecting medical trainees. Med Educ (2009) 2.31
A critical look at transition ratings. J Clin Epidemiol (2002) 2.08
How can I know what I don't know? Poor self assessment in a well-defined domain. Adv Health Sci Educ Theory Pract (2004) 1.83
Multiple mini-interviews predict clerkship and licensing examination performance. Med Educ (2007) 1.71
The ability of the multiple mini-interview to predict preclerkship performance in medical school. Acad Med (2004) 1.62
Virtual reality and brain anatomy: a randomised trial of e-learning instructional designs. Med Educ (2007) 1.61
"Precision" and "accuracy": two terms that are neither. J Clin Epidemiol (2006) 1.57
Medicine in the popular press: the influence of the media on perceptions of disease. PLoS One (2008) 1.51
Adapting the Key Features Examination for a clinical clerkship. Med Educ (2002) 1.48
Speed kills? Speed, accuracy, encapsulations and causal understanding. Med Educ (2006) 1.46
The reliability and acceptability of the Multiple Mini-Interview as a selection instrument for postgraduate admissions. Acad Med (2010) 1.40
The relationship between interviewers' characteristics and ratings assigned during a multiple mini-interview. Acad Med (2004) 1.35
The relative effectiveness of computer-based and traditional resources for education in anatomy. Anat Sci Educ (2013) 1.33
Standard setting in a small scale OSCE: a comparison of the Modified Borderline-Group Method and the Borderline Regression Method. Adv Health Sci Educ Theory Pract (2006) 1.27
The reliability of encounter cards to assess the CanMEDS roles. Adv Health Sci Educ Theory Pract (2013) 1.23
Innovations in problem-based learning: what can we learn from recent studies? Adv Health Sci Educ Theory Pract (2006) 1.19
The value of basic science in clinical diagnosis. Acad Med (2006) 1.11
The value of basic science in clinical diagnosis: creating coherence among signs and symptoms. Med Educ (2005) 1.09
Practice makes perfect: the critical role of mixed practice in the acquisition of ECG interpretation skills. Adv Health Sci Educ Theory Pract (2003) 1.03
Renowned physicians' perceptions of expert diagnostic practice. Acad Med (2012) 1.03
Believing is seeing: the influence of a diagnostic hypothesis on the interpretation of clinical features. Acad Med (2002) 1.03
Assessing diagnostic reasoning: a consensus statement summarizing theory, practice, and future needs. Acad Emerg Med (2012) 1.02
Reflecting on Diagnostic Errors: Taking a Second Look is Not Enough. J Gen Intern Med (2015) 1.01
Heuristics and biases--a biased perspective on clinical reasoning. Med Educ (2005) 1.01
It all make sense: biomedical knowledge, causal connections and memory in the novice diagnostician. Adv Health Sci Educ Theory Pract (2007) 1.00
The role of biomedical knowledge in diagnosis of difficult clinical cases. Adv Health Sci Educ Theory Pract (2007) 0.99
Expert-novice differences in memory: a reformulation. Teach Learn Med (2002) 0.97
Self and peer assessment in tutorials: application of a relative-ranking model. Acad Med (2002) 0.95
Effect of voice recognition on radiologist reporting time. Can Assoc Radiol J (2008) 0.94
Differential student attrition and differential exposure mask effects of problem-based learning in curriculum comparison studies. Acad Med (2012) 0.90
Using a sampling strategy to address psychometric challenges in tutorial-based assessments. Adv Health Sci Educ Theory Pract (2006) 0.90
A prospective global measure, the Punum Ladder, provides more valid assessments of quality of life than a retrospective transition measure. J Clin Epidemiol (2010) 0.89
The role of medical language in changing public perceptions of illness. PLoS One (2008) 0.87
Validation of the SETOC instrument -- Student evaluation of teaching in outpatient clinics. Adv Health Sci Educ Theory Pract (2006) 0.86
Disrupting diagnostic reasoning: do interruptions, instructions, and experience affect the diagnostic accuracy and response time of residents and emergency physicians? Acad Med (2015) 0.85
Is there any real virtue of virtual reality?: the minor role of multiple orientations in learning anatomy from computers. Acad Med (2002) 0.85
Using comprehensive feature lists to bias medical diagnosis. J Exp Psychol Learn Mem Cogn (2004) 0.85
Discrimination and reliability: equal partners? Health Qual Life Outcomes (2008) 0.84
The effectiveness of cognitive forcing strategies to decrease diagnostic error: an exploratory study. Teach Learn Med (2011) 0.83
Detection of COPD Exacerbations and compliance with patient-reported daily symptom diaries using a smart phone-based information system [corrected]. Chest (2013) 0.83
The pros and cons of propensity scores. Chest (2012) 0.80
The roles of deliberate practice and innate ability in developing expertise: evidence and implications. Med Educ (2013) 0.79
The influence of familiar non-diagnostic information on the diagnostic decisions of novices. Med Educ (2011) 0.79
Publishing ethics in medical education journals. Acad Med (2009) 0.78
Modern conceptions of elite medical practice among internal medicine faculty members. Acad Med (2011) 0.78
Validity of admissions measures in predicting performance outcomes: a comparison of those who were and were not accepted at McMaster. Teach Learn Med (2002) 0.78
Influence of familiar features on diagnosis: instantiated features in an applied setting. J Exp Psychol Appl (2012) 0.77
Evaluating the impact of high- and low-fidelity instruction in the development of auscultation skills. Med Educ (2015) 0.77
Influences on medical students' self-regulated learning after test completion. Med Educ (2012) 0.77
Mine is bigger than yours: measures of effect size in research. Chest (2012) 0.76
Extending the interview to all medical school candidates--Computer-Based Multiple Sample Evaluation of Noncognitive Skills (CMSENS). Acad Med (2009) 0.76
In the real world, faster diagnoses are not necessarily more accurate. Acad Med (2013) 0.75
Medical school admission interview and licensing examination scores--reply. JAMA (2013) 0.75
Clinical experience and quality of health care. Ann Intern Med (2005) 0.75
In reply to Petrie and Campbell. Acad Med (2013) 0.75
Reframing diagnostic error: maybe it's content, and not process, that leads to error. Acad Emerg Med (2014) 0.75
Clinical decision making: the need for meaningful research. Acad Med (2013) 0.75
Limiting the playing field: does restricting the number of possible diagnoses reduce errors due to diagnosis-specific feature identification? Med Educ (2004) 0.75
Teaching posttraining: influencing diagnostic strategy with instructions at test. J Exp Psychol Appl (2011) 0.75
Non-association between Neo-5 personality tests and multiple mini-interview. Adv Health Sci Educ Theory Pract (2009) 0.75
Michael G. DeGroote School of Medicine Faculty of Health Sciences, McMaster University. Acad Med (2010) 0.75