- Vanessa Burch, University of Cape Town
- Sigrid Harendza, University Medical Centre Hamburg-Eppendorf
- Trevor Lambert, Oxford University
- Chris Roberts, Sydney Medical School
- Matthias Siebeck, University of Munich
- Tim Wilkinson, University of Otago
- Clare Partridge, BioMed Central
Differences between undergraduate and graduate entry medical students, particularly in relation to approaches to learning and coping with stress, are observed during a five year longitudinal study which should be taken into consideration during curriculum development.
A new, 15-item, 1 page questionnaire designed to evaluate post-graduate training is shown to be both valid and reliable. The JEST can be used as a means of quality assuring posts in post-graduate medical training and may also be adapted to be used internationally.
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BMC Medical Education is an open access, peer-reviewed journal that considers articles in relation to the training of healthcare professionals, including undergraduate, postgraduate and continuing education. The journal has a special focus on curriculum development, evaluations of performance, assessment of training needs and evidence-based medicine.
BMC Medical Education is part of the BMC series which publishes subject-specific journals focused on the needs of individual research communities across all areas of biology and medicine. We offer an efficient, fair and friendly peer review service, and are committed to publishing all sound science, provided that there is some advance in knowledge presented by the work.
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Volume 14 Suppl 1 (11 December 2014)
Quebec City, Canada. 23 September 2011