@article{4658083382aa4eba98c4c0c1fb3d8b83,
title = "Task Demands in OSCEs Influence Learning Strategies",
keywords = "Objective structured clinical examination, hypothesisdriven physical examination, metacognition, preassessment learning effects, medical assessment, PEER-PHYSICAL-EXAMINATION, MEDICAL-STUDENTS, HYPOTHESIS-DRIVEN, IMPACT, WILLINGNESS, PERFORMANCE, KNOWLEDGE, EDUCATION, SCRIPTS",
author = "Alexandre Lafleur and Jonathan Laflamme and Jimmie Leppink and Luc Cote",
year = "2017",
doi = "10.1080/10401334.2017.1282863",
language = "English",
volume = "29",
pages = "286--295",
journal = "Teaching and Learning in Medicine",
issn = "1040-1334",
publisher = "Routledge/Taylor & Francis Group",
number = "3",
}