Vol. 6 No. 2 (2015)

DOI: https://doi.org/10.36834/cmej.v6i2

Publié: 2015-12-11

Éditorial

Residents: admissions, training and assessment

Kalyani Premkumar

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Non-cognitive does not work; we need a new name

Marcel D'Eon

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Recherche originale

Comparing the traditional and Multiple Mini Interviews in the selection of post-graduate medical trainees

Michael Sklar, Antoine Eskander, Kelly Dore, Ian Witterick

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Effects of a patient’s name and image on medical knowledge acquisition

Jesus Guajardo, Jean Petershack, Julie Caplow, John Littlefield

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Preceptor engagement in distributed medical school campuses

Thomas Piggott, Cathy Morris, Michael Lee-Poy

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Residents’ perceptions of an integrated longitudinal curriculum: a qualitative study

Rebecca Lubitz, Joseph Lee, Loretta Hillier

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Pediatric faculty and residents’ perspectives on In-Training Evaluation Reports (ITERs)

Rikin Patel, Anne Drover, Roger Chafe

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The importance of health advocacy in Canadian postgraduate medical education: current attitudes and issues

Alexander Poulton, Heather Rose

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Using script theory to cultivate illness script formation and clinical reasoning in health professions education

Stuart Lubarsky, Valérie Dory, Marie-Claude Audétat, Eugène Custers, Bernard Charlin

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Internal Medicine residents use heuristics to estimate disease probability

Sen Phang, Pietro Ravani, Jeffrey Schaefer, Bruce Wright, Kevin Mclaughlin

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Compte rendus de livre(s)

Book Review: Making Thinking Visible

Kenneth Royal, Lizette Hardie

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Lettre à l’éditeur

Education of doctors providing service to LGBTQ patients

Adem Parlak, Sedat Develi, Nehir Parlak, Yusuf Eyi

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Response to: Education of doctors providing service to LGBTQ patients

Brenda Beagan, Erin Fredericks, Mary Bryson

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