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What factors determine academic achievement in high achieving undergraduate medical students? A qualitative study

Abdulghani, H. M. et al.

Medical teacher. VOL 36; SUPP/1, ; 2014, S43-S48 -- Informa Healthcare Part 1; (pages S43-S48) -- 2014

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Can achievement emotions be used to better understand motivation, learning, and performance in medical education?

Artino, A. R.; Holmboe, E. S.; Durning, S. J.

Medical teacher. VOL 34; NUMBER 3, ; 2012, 240-244 -- Informa Healthcare Part: Part 3; (pages 240-244) -- 2012

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Control-�value theory: Using achievement emotions to improve understanding of motivation, learning, and performance in medical education: AMEE Guide No. 64

Artino, A. R.; Holmboe, E. S.; Durning, S. J.

Medical teacher. VOL 34; NUMBER 3, ; 2012, e148-e160 -- Informa Healthcare Part: Part 3; (pages e148-e160) -- 2012

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Does responsibility drive learning? Lessons from intern rotations in general practice

Cantillon, P.; Macdermott, M.

Medical teacher. VOL 30; NUMBER 3, ; 2008, 254-259 -- Taylor & Francis (pages 254-259) -- 2008

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Relationship between academic performance and affective changes during the first year at medical school

Del-Ben, C. M. et al.

Medical teacher. VOL 35; NUMBER 5, ; 2013, 404-410 -- Informa Healthcare Part 5; (pages 404-410) -- 2013

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Student-selected courses in a medical school: scope and relationships

Sobral, D.

Medical teacher. VOL 30; NUMBER 2, ; 2008, 199-205 -- Taylor & Francis (pages 199-205) -- 2008

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by this Author/Contributor:

  1. Durning, S. J.
  2. Artino, A. R.
  3. Holmboe, E. S.
  4. Abdulghani, H. M.
  5. MacDermott, M.

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