Advanced Search
Display options
Filter resources
Text Availability
Article type
Publication date
Species
Language
Sex
Age
Showing 13 to 24 of 1021 entries
Sorted by: Best Match Show Resources per page
How learning analytics can early predict under-achieving students in a blended medical education course.

Medical teacher

Saqr M, Fors U, Tedre M.
PMID: 28421894
Med Teach. 2017 Jul;39(7):757-767. doi: 10.1080/0142159X.2017.1309376. Epub 2017 Apr 19.

AIM: Learning analytics (LA) is an emerging discipline that aims at analyzing students' online data in order to improve the learning process and optimize learning environments. It has yet un-explored potential in the field of medical education, which can...

Cite
Saqr M, Fors U, Tedre M. How learning analytics can early predict under-achieving students in a blended medical education course. Med Teach. 2017;39(7):757-767doi: 10.1080/0142159X.2017.1309376.
Saqr, M., Fors, U., & Tedre, M. (2017). How learning analytics can early predict under-achieving students in a blended medical education course. Medical teacher, 39(7), 757-767. https://doi.org/10.1080/0142159X.2017.1309376
Saqr, Mohammed, et al. "How learning analytics can early predict under-achieving students in a blended medical education course." Medical teacher vol. 39,7 (2017): 757-767. doi: https://doi.org/10.1080/0142159X.2017.1309376
Saqr M, Fors U, Tedre M. How learning analytics can early predict under-achieving students in a blended medical education course. Med Teach. 2017 Jul;39(7):757-767. doi: 10.1080/0142159X.2017.1309376. Epub 2017 Apr 19. PMID: 28421894.
Copy Download .nbib Format: NLM
Predictive validity of the UKCAT for medical school undergraduate performance: a national prospective cohort study.

BMC medicine

Tiffin PA, Mwandigha LM, Paton LW, Hesselgreaves H, McLachlan JC, Finn GM, Kasim AS.
PMID: 27638740
BMC Med. 2016 Sep 26;14(1):140. doi: 10.1186/s12916-016-0682-7.

BACKGROUND: The UK Clinical Aptitude Test (UKCAT) has been shown to have a modest but statistically significant ability to predict aspects of academic performance throughout medical school. Previously, this ability has been shown to be incremental to conventional measures...

Cite
Tiffin PA, Mwandigha LM, Paton LW, et al. Predictive validity of the UKCAT for medical school undergraduate performance: a national prospective cohort study. BMC Med. 2016;14(1):140doi: 10.1186/s12916-016-0682-7.
Tiffin, P. A., Mwandigha, L. M., Paton, L. W., Hesselgreaves, H., McLachlan, J. C., Finn, G. M., & Kasim, A. S. (2016). Predictive validity of the UKCAT for medical school undergraduate performance: a national prospective cohort study. BMC medicine, 14(1), 140. https://doi.org/10.1186/s12916-016-0682-7
Tiffin, Paul A, et al. "Predictive validity of the UKCAT for medical school undergraduate performance: a national prospective cohort study." BMC medicine vol. 14,1 (2016): 140. doi: https://doi.org/10.1186/s12916-016-0682-7
Tiffin PA, Mwandigha LM, Paton LW, Hesselgreaves H, McLachlan JC, Finn GM, Kasim AS. Predictive validity of the UKCAT for medical school undergraduate performance: a national prospective cohort study. BMC Med. 2016 Sep 26;14(1):140. doi: 10.1186/s12916-016-0682-7. PMID: 27638740; PMCID: PMC5026770.
Copy Download .nbib Format: NLM
A model for teaching reflective practice.

Military medicine

Saperstein AK, Lilje T, Seibert D.
PMID: 25850142
Mil Med. 2015 Apr;180(4):142-6. doi: 10.7205/MILMED-D-14-00589.

No abstract available.

Cite
Saperstein AK, Lilje T, Seibert D. A model for teaching reflective practice. Mil Med. 2015;180(4):142-6doi: 10.7205/MILMED-D-14-00589.
Saperstein, A. K., Lilje, T., & Seibert, D. (2015). A model for teaching reflective practice. Military medicine, 180(4), 142-6. https://doi.org/10.7205/MILMED-D-14-00589
Saperstein, Adam K, et al. "A model for teaching reflective practice." Military medicine vol. 180,4 (2015): 142-6. doi: https://doi.org/10.7205/MILMED-D-14-00589
Saperstein AK, Lilje T, Seibert D. A model for teaching reflective practice. Mil Med. 2015 Apr;180(4):142-6. doi: 10.7205/MILMED-D-14-00589. PMID: 25850142.
Copy Download .nbib Format: NLM
More chickens, fewer eggs? On team-based learning, team performance and teamwork skills.

Medical education

van Schaik S, O'Brien B.
PMID: 25800291
Med Educ. 2015 Apr;49(4):348-50. doi: 10.1111/medu.12669.

No abstract available.

Cite
van Schaik S, O'Brien B. More chickens, fewer eggs? On team-based learning, team performance and teamwork skills. Med Educ. 2015;49(4):348-50doi: 10.1111/medu.12669.
van Schaik, S., & O'Brien, B. (2015). More chickens, fewer eggs? On team-based learning, team performance and teamwork skills. Medical education, 49(4), 348-50. https://doi.org/10.1111/medu.12669
van Schaik, Sandrijn, and O'Brien, Bridget. "More chickens, fewer eggs? On team-based learning, team performance and teamwork skills." Medical education vol. 49,4 (2015): 348-50. doi: https://doi.org/10.1111/medu.12669
van Schaik S, O'Brien B. More chickens, fewer eggs? On team-based learning, team performance and teamwork skills. Med Educ. 2015 Apr;49(4):348-50. doi: 10.1111/medu.12669. PMID: 25800291.
Copy Download .nbib Format: NLM
Microanalytic Assessment of Self-Regulated Learning During Clinical Reasoning Tasks: Recent Developments and Next Steps.

Academic medicine : journal of the Association of American Medical Colleges

Cleary TJ, Durning SJ, Artino AR.
PMID: 27191840
Acad Med. 2016 Nov;91(11):1516-1521. doi: 10.1097/ACM.0000000000001228.

Helping medical educators obtain and use assessment data to assist medical students, residents, and physicians in reducing diagnostic errors and other forms of ineffective clinical practice is of critical importance. Self-Regulated Learning-Microanalytic Assessment and Training is an assessment-to-intervention framework...

Cite
Cleary TJ, Durning SJ, Artino AR. Microanalytic Assessment of Self-Regulated Learning During Clinical Reasoning Tasks: Recent Developments and Next Steps. Acad Med. 2016;91(11):1516-1521doi: 10.1097/ACM.0000000000001228.
Cleary, T. J., Durning, S. J., & Artino, A. R. (2016). Microanalytic Assessment of Self-Regulated Learning During Clinical Reasoning Tasks: Recent Developments and Next Steps. Academic medicine : journal of the Association of American Medical Colleges, 91(11), 1516-1521. https://doi.org/10.1097/ACM.0000000000001228
Cleary, Timothy J, et al. "Microanalytic Assessment of Self-Regulated Learning During Clinical Reasoning Tasks: Recent Developments and Next Steps." Academic medicine : journal of the Association of American Medical Colleges vol. 91,11 (2016): 1516-1521. doi: https://doi.org/10.1097/ACM.0000000000001228
Cleary TJ, Durning SJ, Artino AR. Microanalytic Assessment of Self-Regulated Learning During Clinical Reasoning Tasks: Recent Developments and Next Steps. Acad Med. 2016 Nov;91(11):1516-1521. doi: 10.1097/ACM.0000000000001228. PMID: 27191840.
Copy Download .nbib Format: NLM
Bedside matters - putting the patient at the centre of teaching and learning.

The journal of the Royal College of Physicians of Edinburgh

Elder AT, Verghese A.
PMID: 26517094
J R Coll Physicians Edinb. 2015;45(3):186-7. doi: 10.4997/JRCPE.2015.301.

No abstract available.

Cite
Elder AT, Verghese A. Bedside matters - putting the patient at the centre of teaching and learning. J R Coll Physicians Edinb. 2015;45(3):186-7doi: 10.4997/JRCPE.2015.301.
Elder, A. T., & Verghese, A. (2015). Bedside matters - putting the patient at the centre of teaching and learning. The journal of the Royal College of Physicians of Edinburgh, 45(3), 186-7. https://doi.org/10.4997/JRCPE.2015.301
Elder, A T, and Verghese, A. "Bedside matters - putting the patient at the centre of teaching and learning." The journal of the Royal College of Physicians of Edinburgh vol. 45,3 (2015): 186-7. doi: https://doi.org/10.4997/JRCPE.2015.301
Elder AT, Verghese A. Bedside matters - putting the patient at the centre of teaching and learning. J R Coll Physicians Edinb. 2015;45(3):186-7. doi: 10.4997/JRCPE.2015.301. PMID: 26517094.
Copy Download .nbib Format: NLM
Practice Report / Bericht aus der Praxis: An exploration of peer tutor roles and recruitment at German medical schools.

Zeitschrift fur Evidenz, Fortbildung und Qualitat im Gesundheitswesen

Alvarez S, Schultz JH.
PMID: 29128429
Z Evid Fortbild Qual Gesundhwes. 2017 Nov;127:80-84. doi: 10.1016/j.zefq.2017.10.004. Epub 2017 Nov 09.

BACKGROUND: Almost all medical faculties in Germany actively employ peer tutors. However, little is known about the roles these tutors play from a faculty point of view. Also, there are only few descriptions of the tutor recruitment and selection...

Cite
Alvarez S, Schultz JH. Practice Report / Bericht aus der Praxis: An exploration of peer tutor roles and recruitment at German medical schools. Z Evid Fortbild Qual Gesundhwes. 2017;127:80-84doi: 10.1016/j.zefq.2017.10.004.
Alvarez, S., & Schultz, J. H. (2017). Practice Report / Bericht aus der Praxis: An exploration of peer tutor roles and recruitment at German medical schools. Zeitschrift fur Evidenz, Fortbildung und Qualitat im Gesundheitswesen, 12780-84. https://doi.org/10.1016/j.zefq.2017.10.004
Alvarez, Simone, and Schultz, Jobst-Hendrik. "Practice Report / Bericht aus der Praxis: An exploration of peer tutor roles and recruitment at German medical schools." Zeitschrift fur Evidenz, Fortbildung und Qualitat im Gesundheitswesen vol. 127 (2017): 80-84. doi: https://doi.org/10.1016/j.zefq.2017.10.004
Alvarez S, Schultz JH. Practice Report / Bericht aus der Praxis: An exploration of peer tutor roles and recruitment at German medical schools. Z Evid Fortbild Qual Gesundhwes. 2017 Nov;127:80-84. doi: 10.1016/j.zefq.2017.10.004. Epub 2017 Nov 09. PMID: 29128429.
Copy Download .nbib Format: NLM
Receiving feedback from peers: medical students' perceptions.

The clinical teacher

Burgess A, Mellis C.
PMID: 26009957
Clin Teach. 2015 Jun;12(3):203-7. doi: 10.1111/tct.12260.

BACKGROUND: During peer assessment activities, students are often required to provide feedback to their peers. The quality of such feedback can be perceived by recipients to be superior, and better received, than feedback given by academic staff. The aim...

Cite
Burgess A, Mellis C. Receiving feedback from peers: medical students' perceptions. Clin Teach. 2015;12(3):203-7doi: 10.1111/tct.12260.
Burgess, A., & Mellis, C. (2015). Receiving feedback from peers: medical students' perceptions. The clinical teacher, 12(3), 203-7. https://doi.org/10.1111/tct.12260
Burgess, Annette, and Mellis, Craig. "Receiving feedback from peers: medical students' perceptions." The clinical teacher vol. 12,3 (2015): 203-7. doi: https://doi.org/10.1111/tct.12260
Burgess A, Mellis C. Receiving feedback from peers: medical students' perceptions. Clin Teach. 2015 Jun;12(3):203-7. doi: 10.1111/tct.12260. PMID: 26009957.
Copy Download .nbib Format: NLM
Leadership development in undergraduate education.

The clinical teacher

Sayampanathan A, Wilnard TY.
PMID: 26037140
Clin Teach. 2016 Oct;13(5):374-5. doi: 10.1111/tct.12387. Epub 2015 Jun 03.

No abstract available.

Cite
Sayampanathan A, Wilnard TY. Leadership development in undergraduate education. Clin Teach. 2015;13(5):374-5doi: 10.1111/tct.12387.
Sayampanathan, A., & Wilnard, T. Y. (2016). Leadership development in undergraduate education. The clinical teacher, 13(5), 374-5. https://doi.org/10.1111/tct.12387
Sayampanathan, Andrew, and Wilnard, Tan Yeong Tze. "Leadership development in undergraduate education." The clinical teacher vol. 13,5 (2016): 374-5. doi: https://doi.org/10.1111/tct.12387
Sayampanathan A, Wilnard TY. Leadership development in undergraduate education. Clin Teach. 2016 Oct;13(5):374-5. doi: 10.1111/tct.12387. Epub 2015 Jun 03. PMID: 26037140.
Copy Download .nbib Format: NLM
Academic Psychiatry Elective: Mentored Academic Leadership Development for Medical Students.

Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry

Wrenn G, Johnson V, Edukuye O, Seawell M.
PMID: 26590141
Acad Psychiatry. 2016 Jun;40(3):434-5. doi: 10.1007/s40596-015-0444-4. Epub 2015 Nov 20.

No abstract available.

Cite
Wrenn G, Johnson V, Edukuye O, et al. Academic Psychiatry Elective: Mentored Academic Leadership Development for Medical Students. Acad Psychiatry. 2015;40(3):434-5doi: 10.1007/s40596-015-0444-4.
Wrenn, G., Johnson, V., Edukuye, O., & Seawell, M. (2016). Academic Psychiatry Elective: Mentored Academic Leadership Development for Medical Students. Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry, 40(3), 434-5. https://doi.org/10.1007/s40596-015-0444-4
Wrenn, Glenda, et al. "Academic Psychiatry Elective: Mentored Academic Leadership Development for Medical Students." Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry vol. 40,3 (2016): 434-5. doi: https://doi.org/10.1007/s40596-015-0444-4
Wrenn G, Johnson V, Edukuye O, Seawell M. Academic Psychiatry Elective: Mentored Academic Leadership Development for Medical Students. Acad Psychiatry. 2016 Jun;40(3):434-5. doi: 10.1007/s40596-015-0444-4. Epub 2015 Nov 20. PMID: 26590141.
Copy Download .nbib Format: NLM
Development, implementation and evaluation of a fourth-year medical school elective course in clinical microbiology using case-based vignettes.

Journal of medical microbiology

Guarner J, Armstrong WS, Satola SW, Mehta AK, Jerris R, Hilinski J, Burd EM, Kraft CS, Del Rio C.
PMID: 23579393
J Med Microbiol. 2013 Jul;62:1098-1110. doi: 10.1099/jmm.0.056481-0. Epub 2013 Apr 11.

No abstract available.

Cite
Guarner J, Armstrong WS, Satola SW, et al. Development, implementation and evaluation of a fourth-year medical school elective course in clinical microbiology using case-based vignettes. J Med Microbiol. 2013;62:1098-1110doi: 10.1099/jmm.0.056481-0.
Guarner, J., Armstrong, W. S., Satola, S. W., Mehta, A. K., Jerris, R., Hilinski, J., Burd, E. M., Kraft, C. S., & Del Rio, C. (2013). Development, implementation and evaluation of a fourth-year medical school elective course in clinical microbiology using case-based vignettes. Journal of medical microbiology, 621098-1110. https://doi.org/10.1099/jmm.0.056481-0
Guarner, Jeannette, et al. "Development, implementation and evaluation of a fourth-year medical school elective course in clinical microbiology using case-based vignettes." Journal of medical microbiology vol. 62 (2013): 1098-1110. doi: https://doi.org/10.1099/jmm.0.056481-0
Guarner J, Armstrong WS, Satola SW, Mehta AK, Jerris R, Hilinski J, Burd EM, Kraft CS, Del Rio C. Development, implementation and evaluation of a fourth-year medical school elective course in clinical microbiology using case-based vignettes. J Med Microbiol. 2013 Jul;62:1098-1110. doi: 10.1099/jmm.0.056481-0. Epub 2013 Apr 11. PMID: 23579393; PMCID: PMC4083514.
Copy Download .nbib Format: NLM
Workplace based assessments: a complement to the quarter model.

Indian pediatrics

Atreja G.
PMID: 23680619
Indian Pediatr. 2013 Mar;50(3):346-7. doi: 10.1007/s13312-013-0081-5.

No abstract available.

Cite
Atreja G. Workplace based assessments: a complement to the quarter model. Indian Pediatr. 2013;50(3):346-7doi: 10.1007/s13312-013-0081-5.
Atreja, G. (2013). Workplace based assessments: a complement to the quarter model. Indian pediatrics, 50(3), 346-7. https://doi.org/10.1007/s13312-013-0081-5
Atreja, Gaurav. "Workplace based assessments: a complement to the quarter model." Indian pediatrics vol. 50,3 (2013): 346-7. doi: https://doi.org/10.1007/s13312-013-0081-5
Atreja G. Workplace based assessments: a complement to the quarter model. Indian Pediatr. 2013 Mar;50(3):346-7. doi: 10.1007/s13312-013-0081-5. PMID: 23680619.
Copy Download .nbib Format: NLM
Showing 13 to 24 of 1021 entries