Advanced Search
Display options
Filter resources
Text Availability
Article type
Publication date
Species
Language
Sex
Age
Showing 37 to 48 of 1021 entries
Sorted by: Best Match Show Resources per page
Medical Students' Professional Development as Educators Revealed Through Reflections on Their Teaching Following a Students-as-Teachers Course.

Teaching and learning in medicine

Yoon MH, Blatt BC, Greenberg LW.
PMID: 28497991
Teach Learn Med. 2017 Oct-Dec;29(4):411-419. doi: 10.1080/10401334.2017.1302801. Epub 2017 May 12.

Phenomenon: Teaching is an important part of the tri-partite mission of every medical center. Although teaching often is given lower priority and recognition as opposed to patient care and/or research, this activity for many physicians in academic medicine ranks...

Cite
Yoon MH, Blatt BC, Greenberg LW. Medical Students' Professional Development as Educators Revealed Through Reflections on Their Teaching Following a Students-as-Teachers Course. Teach Learn Med. 2017;29(4):411-419doi: 10.1080/10401334.2017.1302801.
Yoon, M. H., Blatt, B. C., & Greenberg, L. W. (2017). Medical Students' Professional Development as Educators Revealed Through Reflections on Their Teaching Following a Students-as-Teachers Course. Teaching and learning in medicine, 29(4), 411-419. https://doi.org/10.1080/10401334.2017.1302801
Yoon, Michelle H, et al. "Medical Students' Professional Development as Educators Revealed Through Reflections on Their Teaching Following a Students-as-Teachers Course." Teaching and learning in medicine vol. 29,4 (2017): 411-419. doi: https://doi.org/10.1080/10401334.2017.1302801
Yoon MH, Blatt BC, Greenberg LW. Medical Students' Professional Development as Educators Revealed Through Reflections on Their Teaching Following a Students-as-Teachers Course. Teach Learn Med. 2017 Oct-Dec;29(4):411-419. doi: 10.1080/10401334.2017.1302801. Epub 2017 May 12. PMID: 28497991.
Copy Download .nbib Format: NLM
Teach where students will learn: one medical school's vision of the future.

Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors

Lupton M, Easton G.
PMID: 25898292
Educ Prim Care. 2015 Mar;26(2):57-9. doi: 10.1080/14739879.2015.11494313.

No abstract available.

Cite
Lupton M, Easton G. Teach where students will learn: one medical school's vision of the future. Educ Prim Care. 2015;26(2):57-9doi: 10.1080/14739879.2015.11494313.
Lupton, M., & Easton, G. (2015). Teach where students will learn: one medical school's vision of the future. Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors, 26(2), 57-9. https://doi.org/10.1080/14739879.2015.11494313
Lupton, Martin, and Easton, Graham. "Teach where students will learn: one medical school's vision of the future." Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors vol. 26,2 (2015): 57-9. doi: https://doi.org/10.1080/14739879.2015.11494313
Lupton M, Easton G. Teach where students will learn: one medical school's vision of the future. Educ Prim Care. 2015 Mar;26(2):57-9. doi: 10.1080/14739879.2015.11494313. PMID: 25898292.
Copy Download .nbib Format: NLM
The systematic development of a novel integrated spiral undergraduate course in general practice.

Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors

McKinley RK, Bartlett M, Coventry P, Gay SP, Gibson SH, Hays RB, Jones RG.
PMID: 26092149
Educ Prim Care. 2015 May;26(3):189-96. doi: 10.1080/14739879.2015.11494338.

No abstract available.

Cite
McKinley RK, Bartlett M, Coventry P, et al. The systematic development of a novel integrated spiral undergraduate course in general practice. Educ Prim Care. 2015;26(3):189-96doi: 10.1080/14739879.2015.11494338.
McKinley, R. K., Bartlett, M., Coventry, P., Gay, S. P., Gibson, S. H., Hays, R. B., & Jones, R. G. (2015). The systematic development of a novel integrated spiral undergraduate course in general practice. Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors, 26(3), 189-96. https://doi.org/10.1080/14739879.2015.11494338
McKinley, Robert K, et al. "The systematic development of a novel integrated spiral undergraduate course in general practice." Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors vol. 26,3 (2015): 189-96. doi: https://doi.org/10.1080/14739879.2015.11494338
McKinley RK, Bartlett M, Coventry P, Gay SP, Gibson SH, Hays RB, Jones RG. The systematic development of a novel integrated spiral undergraduate course in general practice. Educ Prim Care. 2015 May;26(3):189-96. doi: 10.1080/14739879.2015.11494338. PMID: 26092149.
Copy Download .nbib Format: NLM
A schematic representation of the professional identity formation and socialization of medical students and residents: a guide for medical educators.

Academic medicine : journal of the Association of American Medical Colleges

Cruess RL, Cruess SR, Boudreau JD, Snell L, Steinert Y.
PMID: 25785682
Acad Med. 2015 Jun;90(6):718-25. doi: 10.1097/ACM.0000000000000700.

Recent calls to focus on identity formation in medicine propose that educators establish as a goal of medical education the support and guidance of students and residents as they develop their professional identity. Those entering medical school arrive with...

Cite
Cruess RL, Cruess SR, Boudreau JD, et al. A schematic representation of the professional identity formation and socialization of medical students and residents: a guide for medical educators. Acad Med. 2015;90(6):718-25doi: 10.1097/ACM.0000000000000700.
Cruess, R. L., Cruess, S. R., Boudreau, J. D., Snell, L., & Steinert, Y. (2015). A schematic representation of the professional identity formation and socialization of medical students and residents: a guide for medical educators. Academic medicine : journal of the Association of American Medical Colleges, 90(6), 718-25. https://doi.org/10.1097/ACM.0000000000000700
Cruess, Richard L, et al. "A schematic representation of the professional identity formation and socialization of medical students and residents: a guide for medical educators." Academic medicine : journal of the Association of American Medical Colleges vol. 90,6 (2015): 718-25. doi: https://doi.org/10.1097/ACM.0000000000000700
Cruess RL, Cruess SR, Boudreau JD, Snell L, Steinert Y. A schematic representation of the professional identity formation and socialization of medical students and residents: a guide for medical educators. Acad Med. 2015 Jun;90(6):718-25. doi: 10.1097/ACM.0000000000000700. PMID: 25785682.
Copy Download .nbib Format: NLM
Medical School Training for the Surgeon.

The Surgical clinics of North America

Scally CP, Minter RM.
PMID: 26612015
Surg Clin North Am. 2016 Feb;96(1):1-13. doi: 10.1016/j.suc.2015.08.007.

This review outlines the current state of undergraduate medical education for the surgeon in training, and highlights ongoing efforts to improve the preparation of graduating students entering surgical residency. Possible models for improved integration of specialty specific training in...

Cite
Scally CP, Minter RM. Medical School Training for the Surgeon. Surg Clin North Am. 2016;96(1):1-13doi: 10.1016/j.suc.2015.08.007.
Scally, C. P., & Minter, R. M. (2016). Medical School Training for the Surgeon. The Surgical clinics of North America, 96(1), 1-13. https://doi.org/10.1016/j.suc.2015.08.007
Scally, Christopher P, and Minter, Rebecca M. "Medical School Training for the Surgeon." The Surgical clinics of North America vol. 96,1 (2016): 1-13. doi: https://doi.org/10.1016/j.suc.2015.08.007
Scally CP, Minter RM. Medical School Training for the Surgeon. Surg Clin North Am. 2016 Feb;96(1):1-13. doi: 10.1016/j.suc.2015.08.007. PMID: 26612015.
Copy Download .nbib Format: NLM
[Problem based learning: achievement of educational goals in the information and comprehension sub-categories of Bloom cognitive domain].

Revista medica de Chile

Montecinos P, Rodewald AM.
PMID: 7732209
Rev Med Chil. 1994 Jun;122(6):653-9.

The aim this work was to assess and compare the achievements of medical students, subjected to problem based learning methodology. The information and comprehension categories of Bloom were tested in 17 medical students in four different occasions during the...

Cite
Montecinos P, Rodewald AM. Aprendizaje basado en problemas: logros de aprendizaje en las sub-categorias de información y comprensión del dominio cognitivo de Bloom. [Problem based learning: achievement of educational goals in the information and comprehension sub-categories of Bloom cognitive domain]. Rev Med Chil. 1994;122(6):653-9
Montecinos, P., & Rodewald, A. M. (1994). Aprendizaje basado en problemas: logros de aprendizaje en las sub-categorias de información y comprensión del dominio cognitivo de Bloom. [Problem based learning: achievement of educational goals in the information and comprehension sub-categories of Bloom cognitive domain]. Revista medica de Chile, 122(6), 653-9.
Montecinos, P, and Rodewald, A M. "Aprendizaje basado en problemas: logros de aprendizaje en las sub-categorias de información y comprensión del dominio cognitivo de Bloom." [Problem based learning: achievement of educational goals in the information and comprehension sub-categories of Bloom cognitive domain]. Revista medica de Chile vol. 122,6 (1994): 653-9.
Montecinos P, Rodewald AM. Aprendizaje basado en problemas: logros de aprendizaje en las sub-categorias de información y comprensión del dominio cognitivo de Bloom. [Problem based learning: achievement of educational goals in the information and comprehension sub-categories of Bloom cognitive domain]. Rev Med Chil. 1994 Jun;122(6):653-9. Spanish. PMID: 7732209.
Copy Download .nbib Format: NLM
Teaching faculty to conduct problem-based learning.

Teaching and learning in medicine

Hitchcock MA, Mylona ZH.
PMID: 11228868
Teach Learn Med. 2000;12(1):52-7. doi: 10.1207/S15328015TLM1201_8.

PURPOSE: This article is aimed at those who undertake a transition to problem-based learning (PBL) and focuses on 3 questions that seem most pertinent to the effort: (a) what is known from past research about training faculty in the...

Cite
Hitchcock MA, Mylona ZH. Teaching faculty to conduct problem-based learning. Teach Learn Med. 2000;12(1):52-7doi: 10.1207/S15328015TLM1201_8.
Hitchcock, M. A., & Mylona, Z. H. (2000). Teaching faculty to conduct problem-based learning. Teaching and learning in medicine, 12(1), 52-7. https://doi.org/10.1207/S15328015TLM1201_8
Hitchcock, M A, and Mylona, Z H. "Teaching faculty to conduct problem-based learning." Teaching and learning in medicine vol. 12,1 (2000): 52-7. doi: https://doi.org/10.1207/S15328015TLM1201_8
Hitchcock MA, Mylona ZH. Teaching faculty to conduct problem-based learning. Teach Learn Med. 2000;12(1):52-7. doi: 10.1207/S15328015TLM1201_8. PMID: 11228868.
Copy Download .nbib Format: NLM
Brief problem-solving questions in medical school examinations: is it necessary for students to explain their answers?.

Medical education

Schwartz PL, Loten EG.
PMID: 10583790
Med Educ. 1999 Nov;33(11):823-7. doi: 10.1046/j.1365-2923.1999.00382.x.

OBJECTIVE: To compare outcomes when answers to objective type problem-solving questions are marked with and without consideration of students' explanations of their answers.DESIGN: Students answered six multiple-part problem-solving questions on the final examination for a course in clinical biochemistry....

Cite
Schwartz PL, Loten EG. Brief problem-solving questions in medical school examinations: is it necessary for students to explain their answers?. Med Educ. 1999;33(11):823-7doi: 10.1046/j.1365-2923.1999.00382.x.
Schwartz, P. L., & Loten, E. G. (1999). Brief problem-solving questions in medical school examinations: is it necessary for students to explain their answers?. Medical education, 33(11), 823-7. https://doi.org/10.1046/j.1365-2923.1999.00382.x
Schwartz, P L, and Loten, E G. "Brief problem-solving questions in medical school examinations: is it necessary for students to explain their answers?." Medical education vol. 33,11 (1999): 823-7. doi: https://doi.org/10.1046/j.1365-2923.1999.00382.x
Schwartz PL, Loten EG. Brief problem-solving questions in medical school examinations: is it necessary for students to explain their answers?. Med Educ. 1999 Nov;33(11):823-7. doi: 10.1046/j.1365-2923.1999.00382.x. PMID: 10583790.
Copy Download .nbib Format: NLM
Changing face of medical curricula.

Lancet (London, England)

Jones R, Higgs R, de Angelis C, Prideaux D.
PMID: 11247568
Lancet. 2001 Mar 03;357(9257):699-703. doi: 10.1016/S0140-6736(00)04134-9.

The changing role of medicine in society and the growing expectations patients have of their doctors means that the content and delivery of medical curricula also have to change. The focus of health care has shifted from episodic care...

Cite
Jones R, Higgs R, de Angelis C, et al. Changing face of medical curricula. Lancet. 2001;357(9257):699-703doi: 10.1016/S0140-6736(00)04134-9.
Jones, R., Higgs, R., de Angelis, C., & Prideaux, D. (2001). Changing face of medical curricula. Lancet (London, England), 357(9257), 699-703. https://doi.org/10.1016/S0140-6736(00)04134-9
Jones, R, et al. "Changing face of medical curricula." Lancet (London, England) vol. 357,9257 (2001): 699-703. doi: https://doi.org/10.1016/S0140-6736(00)04134-9
Jones R, Higgs R, de Angelis C, Prideaux D. Changing face of medical curricula. Lancet. 2001 Mar 03;357(9257):699-703. doi: 10.1016/S0140-6736(00)04134-9. PMID: 11247568.
Copy Download .nbib Format: NLM
The use of creative writing for medical education.

Medical education

Howe A, Bolton G, Smith BH.
PMID: 11715961
Med Educ. 2001 Nov;35(11):1075-6.

No abstract available.

Cite
Howe A, Bolton G, Smith BH. The use of creative writing for medical education. Med Educ. 2001;35(11):1075-6
Howe, A., Bolton, G., & Smith, B. H. (2001). The use of creative writing for medical education. Medical education, 35(11), 1075-6.
Howe, A, et al. "The use of creative writing for medical education." Medical education vol. 35,11 (2001): 1075-6.
Howe A, Bolton G, Smith BH. The use of creative writing for medical education. Med Educ. 2001 Nov;35(11):1075-6. PMID: 11715961.
Copy Download .nbib Format: NLM
A new first-year course designed and taught by a senior medical student.

Academic medicine : journal of the Association of American Medical Colleges

Josephson SA, Whelan AJ.
PMID: 12480623
Acad Med. 2002 Dec;77(12):1207-11. doi: 10.1097/00001888-200212000-00009.

Senior medical students have been utilized at some institutions in limited teaching roles for first-year medical students. The authors describe a pilot program in which a motivated senior medical student completely designed and taught an original course to a...

Cite
Josephson SA, Whelan AJ. A new first-year course designed and taught by a senior medical student. Acad Med. 2002;77(12):1207-11doi: 10.1097/00001888-200212000-00009.
Josephson, S. A., & Whelan, A. J. (2002). A new first-year course designed and taught by a senior medical student. Academic medicine : journal of the Association of American Medical Colleges, 77(12), 1207-11. https://doi.org/10.1097/00001888-200212000-00009
Josephson, S Andrew, and Whelan, Alison J. "A new first-year course designed and taught by a senior medical student." Academic medicine : journal of the Association of American Medical Colleges vol. 77,12 (2002): 1207-11. doi: https://doi.org/10.1097/00001888-200212000-00009
Josephson SA, Whelan AJ. A new first-year course designed and taught by a senior medical student. Acad Med. 2002 Dec;77(12):1207-11. doi: 10.1097/00001888-200212000-00009. PMID: 12480623.
Copy Download .nbib Format: NLM
From case-based reasoning to problem-based learning.

Academic medicine : journal of the Association of American Medical Colleges

Eshach H, Bitterman H.
PMID: 12742784
Acad Med. 2003 May;78(5):491-6. doi: 10.1097/00001888-200305000-00011.

Many medical schools today are questioning whether they should implement a problem-based learning (PBL) curriculum. Educators have raised serious questions regarding the efficiency of PBL and therefore recommend learning more about the cognitive processes developed by PBL before implementing...

Cite
Eshach H, Bitterman H. From case-based reasoning to problem-based learning. Acad Med. 2003;78(5):491-6doi: 10.1097/00001888-200305000-00011.
Eshach, H., & Bitterman, H. (2003). From case-based reasoning to problem-based learning. Academic medicine : journal of the Association of American Medical Colleges, 78(5), 491-6. https://doi.org/10.1097/00001888-200305000-00011
Eshach, Haim, and Bitterman, Haim. "From case-based reasoning to problem-based learning." Academic medicine : journal of the Association of American Medical Colleges vol. 78,5 (2003): 491-6. doi: https://doi.org/10.1097/00001888-200305000-00011
Eshach H, Bitterman H. From case-based reasoning to problem-based learning. Acad Med. 2003 May;78(5):491-6. doi: 10.1097/00001888-200305000-00011. PMID: 12742784.
Copy Download .nbib Format: NLM
Showing 37 to 48 of 1021 entries