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Peer Review reports

From: Teaching differential diagnosis in primary care using an inverted classroom approach: student satisfaction and gain in skills and knowledge

Original Submission
30 Apr 2014 Submitted Original manuscript
Author responded Author comments
Resubmission - Version 2
Submitted Manuscript version 2
Author responded Author comments
Reviewed Reviewer Report
Reviewed Reviewer Report
Resubmission - Version 3
Submitted Manuscript version 3
Author responded Author comments
Resubmission - Version 4
Submitted Manuscript version 4
Author responded Author comments
Reviewed Reviewer Report
Reviewed Reviewer Report
Resubmission - Version 5
Submitted Manuscript version 5
Author responded Author comments
Resubmission - Version 6
Submitted Manuscript version 6
Author responded Author comments
Resubmission - Version 7
Submitted Manuscript version 7
Author responded Author comments
Resubmission - Version 8
Submitted Manuscript version 8
Author responded Author comments
Resubmission - Version 9
Submitted Manuscript version 9
Publishing
16 Mar 2015 Editorially accepted
1 Apr 2015 Article published 10.1186/s12909-015-0346-x

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