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Tested teaching tips

Peter B Greenberg and Susan L Elliott
Med J Aust 2004; 180 (8): . || doi: 10.5694/j.1326-5377.2004.tb05988.x
Published online: 19 April 2004

Tips for teaching in tough times


  • 1 Department of General Medicine, Royal Melbourne Hospital, Melbourne, VIC.
  • 2 Education Unit, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Parkville, VIC.


Correspondence: 

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  • 9. Goldbeck-Wood S, Peile E. Learning in practice: a new section in the BMJ. BMJ 2002; 324: 125-126.
  • 10. Prideaux D. Researching the outcomes of educational interventions: a matter of design. BMJ 2002; 324: 126-127.
  • 11. Sackett DL, Wennberg JE. Choosing the best research design for each question. BMJ 1997; 315: 1636.
  • 12. Glasziou P, Vandenbroucke J, Chalmers I. Assessing the quality of research. BMJ 2004; 328: 39-41.
  • 13. Kerridge RK, Saul PW. The medical emergency team, evidence-based medicine and ethics. Med J Aust 2003; 179: 313-315. <MJA full text>
  • 14. Irby DM, Papadakis M. Does good clinical teaching really make a difference? Am J Med 2001; 110: 231-232.
  • 15. Tomorrow’s doctors. Recommendations on undergraduate medical education. General Medical Council, 2003. Available at: www.gmc-uk.org/med_ed/default.htm (accessed Mar 2004).

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