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Lefroy, J and Yardley, S (2015) Embracing complexity theory can clarify best practice frameworks for simulation education. Medical Education, 49 (4). 344 - 346. ISSN 1365-2923

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Item Type: Article
Uncontrolled Keywords: higher education, health care
Divisions: Faculty of Medicine and Health Sciences > School of Medicine
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Depositing User: Symplectic
Date Deposited: 06 May 2015 14:08
Last Modified: 04 Mar 2020 14:05
URI: https://eprints.keele.ac.uk/id/eprint/502

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