Vol. 3 No. 2 (2012)

DOI: https://doi.org/10.36834/cmej.v3i2

Published: 2012-10-11

Editorial

Experimental or RCT research designs: a crisis of nomenclature in medical education

Tyrone Donnon

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Original Research

Learning styles of medical students change along the study program: from ‘thinking and watching’ to ‘thinking and doing’

Marcela Bitran, Denisse Zúñiga, Nuria Pedrals, Oslando Padilla, Beltrán Mena

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Consistency in diagnostic suggestions does not influence the tendency to accept them

Kees Van den Berge, Silvia Mamede, Tamara van Gog, Jan van Saase, Remy Rikers

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“I really wanted to be able to contribute something”: understanding student motivations to create meaningful global health experiences

Erin Hetherington, Jennifer Hatfield

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Willingness and attitudes of the general public towards the involvement of medical students in their healthcare

Mariam Abu Jubain, Hajar Alobaidi, Sanah Bholah, Farah Kanani, Raveen Koghar, Alice Sitch, Hannah Shereef

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Teaching evolution to psychiatrists in Venezuela: comparison with medical students and other medical specialists: a pilot study

Trino Baptista, Elis Aldana, Felix Angeles, Heidy Delgado

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Brief Reports

Experiences from tsunami relief activity: implications for medical training

Sudharsanam Manni Balasubramaniam, Gautam Roy, Yogesh Mohan

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What makes a competent clinical teacher?

Stephen Wealthall, Marcus Henning

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Does level of training Influence the ability to detect hepatosplenomegaly in children with leukemia?

Donna L Johnston, Janelle Cyr

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Training medical students in human rights: a fifteen-year experience in Geneva

Philippe Chastonay, Véronique Zesiger, Jackeline Ferreira, Emmanuel Kabengele Mpinga

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Basic essential education program (BEEP): a brief introductory faculty development course for medical teachers

Robert Madan, Raed Hawa, Bruce Ballon, Ivan Silver, Stacey Bernstein

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Commentary and Opinions

CanMEDs and the discourse of nature: on petals, beauty and the symmetry of flowers

Jonathan White, Shannon Erichsen

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