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Browsing by Author Chandratilake, M.

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Issue DateTitleAuthor(s)
2017Palliative care education for medical students: Differences in course evolution, organisation, evaluation and funding: A survey of all UK medical schoolsWalker, S.; Gibbins, J.; Paes, P.; Adams, A.; Chandratilake, M.; Gishen, F.; Lodge, P.; Wee, B.; Barclay, S.
2020Perspectives on the impact of COVID-19 pandemic on medical education: facing the challenges and learning the lessonsMarambe, K.; Chandratilake, M.; Ponnamperuma, G.
2021Pre-defined competency level based instructional design model for learning Anatomy in an undergraduate medical curriculumAbeykoon, I.; Fernando, L.; Fernando, A.; Weerasooriya, T.; Chandratilake, M.
2018Preparing future doctors for palliative care: views of course organisersWalker, S.; Gibbins, J.; Paes, P.; Barclay, S.; Adams, A.; Chandratilake, M.; Gishen, F.; Lodge, P.; Wee, B.
2012Preparing medical students for clinical decision making: a pilot study exploring how students make decisions and the perceived impact of a clinical decision making teaching interventionMcGregor, C. A.; Paton, C.; Thomson, C.; Chandratilake, M.; Scott, H.
2016Prioritizing service quality dimensions towards faculty development: A case of a Sri Lankan medical school.Karunaratne, D.; Chandratilake, M.
2015Professionalism in MedicineChandratilake, M.
2012Professionalism: the indicator of a civilized and exemplary medical profession (the leading article)Chandratilake, M.; McAleer, S.; Gibson, J.
2016Progress and divergence in palliativecare education for medical students: A comparative survey of UK course structure, content, delivery, contact with patients and assessment of learningWalker, S.; Gibbins, J.; Barclay, S.; Adams, A.; Paes, P.; Chandratilake, M.; Gishen, F.; Lodge, P.; Wee, B.
2022Psychological impact of COVID-19 among a cohort of Sri Lankan medical students: Preliminary resultsAbayabandara-Herath, T.; Premaratne, I.; Ediriweera, D.; Chandratilake, M.; Hapangama, A.
2015Recommended sanctions for lapses in professionalism by student and faculty respondents to Dundee Polyprofessionalism Inventory I: Academic Integrity in one medical school in Saudi ArabiaBabelli, S.; Chandratilake, M.; Roff, S.
2020Reflection and reflective practiceChandratilake, M.; Olupeliyawa, A.
2021A Scoping review of clinical reasoning research with Asian healthcare professionalsLee, C.Y.; Jenq, C.C.; Chandratilake, M.; Chen, J.; Chen, M.M.; Nishigori, H.; Wajid, G.; Yang, P.H.; Yusoff, M.S.B.; Monrouxe, L.
2006Selection of students to medical schoolde Silva, N.R.; Chandratilake, M.; Pathmeswaran, A.; Dias, R.
2022Self-Regulated learning practice of undergraduate students in health professions programsChitra, E.; Hidayah, N.; Chandratilake, M.; Nadarajah, V.D.
2022Sustainability of innovations in health professions educationPonnamperuma, G.; Olupeliyawa, A.; Chandratilake, M.; Marambe, K.
2017Taiwanese and Sri Lankan students' dimensions and discourses of professionalismMonrouxe, L.V.; Chandratilake, M.; Gosselin, K.; Rees, C.E.; Ho, M.J.
2017Taiwanese medical students' narratives of intercultural professionalism dilemmas: exploring tensions between Western medicine and Taiwanese cultureHo, M.J.; Gosselin, K.; Chandratilake, M.; Monrouxe, L.V.; Rees, C.E.
2018Use of portfolios for assessment of global health residents: qualitative evaluation of design and implementationGibson, C.; Chandratilake, M.; Hull, A.
2017Using hermeneutic phenomenology approach to explore how junior doctors learn clinical reasoning in practiceKarunaratne, W.C.D.; Chandratilake, M.; Marambe, K.
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