PublisherDOIYearVolumeIssuePageTitleAuthor(s)Link
Korean Journal of Medical Education10.3946/kjme.2018.84201830291-100Experiences of medical teachers in flipped learning for medical students: a phenomenological studyKyung Hye Park, Kwi Hwa Park, Su Jin Chaehttp://www.kjme.kr/upload/pdf/kjme-2018-84.pdf, http://www.kjme.kr/journal/view.php?doi=10.3946/kjme.2018.84, http://www.kjme.kr/upload/pdf/kjme-2018-84.pdf
Dyslexia10.1002/dys.15872018The experiences of medical students with dyslexia: An interpretive phenomenological studySebastian C. K. Shaw, John L. Andersonhttps://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1002%2Fdys.1587, http://onlinelibrary.wiley.com/wol1/doi/10.1002/dys.1587/fullpdf
Advances in Medical Education and Practice10.2147/amep.s1395692017Volume 8487-497What millennial medical students say about flipped learningRobin Pettit, Lise McCoy, Marjorie Kinneyhttps://www.dovepress.com/getfile.php?fileID=37537, https://www.dovepress.com/getfile.php?fileID=37537
Advances in Medical Education and Practice10.2147/amep.s1492912017Volume 8681-682Advances in medical education and practice: what millennial medical students say about flipped learningMirza Shaheer Baig, Habeeba Suleman Malluhttps://www.dovepress.com/getfile.php?fileID=38627, https://www.dovepress.com/getfile.php?fileID=38627
Medical Education10.1111/j.1365-2923.2011.04152.x2012463306-316Medical students’ understanding of empathy: a phenomenological studySina Tavakol, Reg Dennick, Mohsen Tavakolhttps://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1111%2Fj.1365-2923.2011.04152.x
Medical Science Educator10.1007/s40670-016-0331-y2016264553-556Using a Flipped, Blended Learning Model to Build a Modern Classroom for Senior Medical Students Transitioning to ResidencyDaniel K. Manson, Jonathan M. Amiel, Rachel J. Gordonhttp://link.springer.com/content/pdf/10.1007/s40670-016-0331-y.pdf, http://link.springer.com/article/10.1007/s40670-016-0331-y/fulltext.html, http://link.springer.com/content/pdf/10.1007/s40670-016-0331-y.pdf
BMC Medical Education10.1186/1472-6920-14-392014141Medical students’ experiences learning intimate physical examination skills: a qualitative studyAndra M Dabson, Parker J Magin, Gaynor Heading, Dimity Pondhttp://link.springer.com/content/pdf/10.1186/1472-6920-14-39.pdf, http://link.springer.com/article/10.1186/1472-6920-14-39/fulltext.html, http://link.springer.com/content/pdf/10.1186/1472-6920-14-39
Medical Education10.1111/j.1365-2929.2004.01914.x2005392163-170Clinical teachers and problem-based learning: a phenomenological studyTim Dornan, Albert Scherpbier, Nigel King, Henny Boshuizenhttps://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1111%2Fj.1365-2929.2004.01914.x
Medical Education10.1111/j.1365-2923.2010.03731.x201044111084-1094Older mature students’ experiences of applying to study medicine in England: an interview studyJonathan Mathers, Jayne Parryhttps://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1111%2Fj.1365-2923.2010.03731.x
Medical Education10.1111/j.1365-2923.2010.03856.x2011453249-260Gender and the pre-clinical experiences of female medical students: a taxonomyPalav Babaria, Susannah Bernheim, Marcella Nunez-Smithhttps://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1111%2Fj.1365-2923.2010.03856.x