Volume 3, No 3 (2015)

Letter to Editor

• Availability of tools for objective structured practical examination

  Ashfaq Akram, Farzana Rizwan, Robina Shaheen

  J Contemp Med Edu. ; 3(3): 95 - 95

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Original Research Article

• A comparative analysis of the participation and knowledge gained by clinicians and researchers in a web based learning program on regenerative medicine

  Gary A Levy,Helen C Reena, Vidyasagar Devaprasad Dedeepiya , Justin Benjamin William, Mathaiyan Rajmohan, Ramalingam Karthick,Senthilkumar Preethy, Samuel JK Abraham

  J Contemp Med Edu. ; 3(3): 96 - 100

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Original Research Article

• Practice of Problem Based Learning among Dental Faculty in India

  Faizal C Peedikayil, Naushad M Chali

  J Contemp Med Edu. ; 3(3): 101 - 105

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Original Research Article

• Item analysis: An evaluation of multiple choice questions in Physiology examination

  Anjali Nilkanthappa Shete, Afshan Kausar, Kunda Lakhkar, S. T. Khan

  J Contemp Med Edu. ; 3(3): 106 - 109

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Original Research Article

• Association of academic performance with learning style preference of medical students: Multi-center study from Pakistan

  Muhammad Hamid Chaudhary, Sadia Ayub,Ansar Aftab,Faiza Faiza, Ushna Ahmed, Javeria Khursheed, Ehsan Ullah

  J Contemp Med Edu. ; 3(3): 110 - 113

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Original Research Article

• Attitude of medical students toward a mandatory pre-medical year in the University for Development Studies, Ghana

  Evans Paul Kwame Ameade, Anthony Amalba

  J Contemp Med Edu. ; 3(3): 114 - 119

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Short Communication

• Need faculty development? Use the structured, tiered, educational program model

  Lori Graham, Stacey Keller, Courtney West

  J Contemp Med Edu. ; 3(3): 120 - 122

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Original Research Article

• Applying Habermasian ???ways of knowing??? to medical education

  Paul Walker, Terence Lovat

  J Contemp Med Edu. ; 3(3): 123 - 126

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Original Research Article

• Healing allusions? Th e use of poetry in teaching medicine

  Trevor Gordon Stammers

  J Contemp Med Edu. ; 3(3): 127 - 133

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Review

• Fortune-tellers or content specialists: challenging the standard setting paradigm in medical education programmes

  Margaret MacDougall, Gregory E Stone

  J Contemp Med Edu. ; 3(3): 134 - 142

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