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Showing 997 to 1008 of 1021 entries
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Does Medicine Overemphasize IQ?.

JAMA

Emanuel EJ, Gudbranson E.
PMID: 29379958
JAMA. 2018 Feb 20;319(7):651-652. doi: 10.1001/jama.2017.20141.

No abstract available.

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Emanuel EJ, Gudbranson E. Does Medicine Overemphasize IQ?. JAMA. 2018;319(7):651-652doi: 10.1001/jama.2017.20141.
Emanuel, E. J., & Gudbranson, E. (2018). Does Medicine Overemphasize IQ?. JAMA, 319(7), 651-652. https://doi.org/10.1001/jama.2017.20141
Emanuel, Ezekiel J, and Gudbranson, Emily. "Does Medicine Overemphasize IQ?." JAMA vol. 319,7 (2018): 651-652. doi: https://doi.org/10.1001/jama.2017.20141
Emanuel EJ, Gudbranson E. Does Medicine Overemphasize IQ?. JAMA. 2018 Feb 20;319(7):651-652. doi: 10.1001/jama.2017.20141. PMID: 29379958.
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Actor-Network-Theory and Micro-Learning Networks.

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

Harding A.
PMID: 28714325
Educ Prim Care. 2017 Sep;28(5):295-296. doi: 10.1080/14739879.2017.1344882. Epub 2017 Jul 16.

No abstract available.

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Harding A. Actor-Network-Theory and Micro-Learning Networks. Educ Prim Care. 2017;28(5):295-296doi: 10.1080/14739879.2017.1344882.
Harding, A. (2017). Actor-Network-Theory and Micro-Learning Networks. Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors, 28(5), 295-296. https://doi.org/10.1080/14739879.2017.1344882
Harding, Alex. "Actor-Network-Theory and Micro-Learning Networks." Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors vol. 28,5 (2017): 295-296. doi: https://doi.org/10.1080/14739879.2017.1344882
Harding A. Actor-Network-Theory and Micro-Learning Networks. Educ Prim Care. 2017 Sep;28(5):295-296. doi: 10.1080/14739879.2017.1344882. Epub 2017 Jul 16. PMID: 28714325.
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Crowdsourcing for assessment items to support adaptive learning.

Medical teacher

Tackett S, Raymond M, Desai R, Haist SA, Morales A, Gaglani S, Clyman SG.
PMID: 30096987
Med Teach. 2018 Aug;40(8):838-841. doi: 10.1080/0142159X.2018.1490704. Epub 2018 Aug 10.

PURPOSE: Adaptive learning requires frequent and valid assessments for learners to track progress against their goals. This study determined if multiple-choice questions (MCQs) "crowdsourced" from medical learners could meet the standards of many large-scale testing programs.METHODS: Users of a...

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Tackett S, Raymond M, Desai R, et al. Crowdsourcing for assessment items to support adaptive learning. Med Teach. 2018;40(8):838-841doi: 10.1080/0142159X.2018.1490704.
Tackett, S., Raymond, M., Desai, R., Haist, S. A., Morales, A., Gaglani, S., & Clyman, S. G. (2018). Crowdsourcing for assessment items to support adaptive learning. Medical teacher, 40(8), 838-841. https://doi.org/10.1080/0142159X.2018.1490704
Tackett, Sean, et al. "Crowdsourcing for assessment items to support adaptive learning." Medical teacher vol. 40,8 (2018): 838-841. doi: https://doi.org/10.1080/0142159X.2018.1490704
Tackett S, Raymond M, Desai R, Haist SA, Morales A, Gaglani S, Clyman SG. Crowdsourcing for assessment items to support adaptive learning. Med Teach. 2018 Aug;40(8):838-841. doi: 10.1080/0142159X.2018.1490704. Epub 2018 Aug 10. PMID: 30096987.
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A Pediatric Preintern Boot Camp: Program Development and Evaluation Informed by a Conceptual Framework.

Academic pediatrics

Pete Devon E, Tenney-Soeiro R, Ronan J, Balmer DF.
PMID: 30121317
Acad Pediatr. 2019 Mar;19(2):165-169. doi: 10.1016/j.acap.2018.08.006. Epub 2018 Aug 16.

OBJECTIVE: Boot camps are being developed and implemented by a growing number of medical schools to facilitate medical students' transition to internship. However, there is limited conceptual understanding of how this facilitation occurs.METHODS: We developed and piloted a 1-week...

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Pete Devon E, Tenney-Soeiro R, Ronan J, et al. A Pediatric Preintern Boot Camp: Program Development and Evaluation Informed by a Conceptual Framework. Acad Pediatr. 2018;19(2):165-169doi: 10.1016/j.acap.2018.08.006.
Pete Devon, E., Tenney-Soeiro, R., Ronan, J., & Balmer, D. F. (2019). A Pediatric Preintern Boot Camp: Program Development and Evaluation Informed by a Conceptual Framework. Academic pediatrics, 19(2), 165-169. https://doi.org/10.1016/j.acap.2018.08.006
Pete Devon, Erin, et al. "A Pediatric Preintern Boot Camp: Program Development and Evaluation Informed by a Conceptual Framework." Academic pediatrics vol. 19,2 (2019): 165-169. doi: https://doi.org/10.1016/j.acap.2018.08.006
Pete Devon E, Tenney-Soeiro R, Ronan J, Balmer DF. A Pediatric Preintern Boot Camp: Program Development and Evaluation Informed by a Conceptual Framework. Acad Pediatr. 2019 Mar;19(2):165-169. doi: 10.1016/j.acap.2018.08.006. Epub 2018 Aug 16. PMID: 30121317.
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THE ELECTRONIC HEALTH RECORD AND DEVELOPMENT OF MEDICAL STUDENTS' MENTAL PATIENT MODELS.

Transactions of the American Clinical and Climatological Association

Woolliscroft JO, Grum C.
PMID: 30166709
Trans Am Clin Climatol Assoc. 2018;129:155-168.

Medical practitioners routinely use dual process clinical reasoning: pattern recognition, termed system 1 thinking, and system 2 thinking or analytic reasoning. System 1 thinking, a hallmark of expertise developed through experience with multiple similar patients and deliberate practice, is...

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Woolliscroft JO, Grum C. THE ELECTRONIC HEALTH RECORD AND DEVELOPMENT OF MEDICAL STUDENTS' MENTAL PATIENT MODELS. Trans Am Clin Climatol Assoc. 2018;129:155-168
Woolliscroft, J. O., & Grum, C. (2018). THE ELECTRONIC HEALTH RECORD AND DEVELOPMENT OF MEDICAL STUDENTS' MENTAL PATIENT MODELS. Transactions of the American Clinical and Climatological Association, 129155-168.
Woolliscroft, James O, and Grum, Cyril. "THE ELECTRONIC HEALTH RECORD AND DEVELOPMENT OF MEDICAL STUDENTS' MENTAL PATIENT MODELS." Transactions of the American Clinical and Climatological Association vol. 129 (2018): 155-168.
Woolliscroft JO, Grum C. THE ELECTRONIC HEALTH RECORD AND DEVELOPMENT OF MEDICAL STUDENTS' MENTAL PATIENT MODELS. Trans Am Clin Climatol Assoc. 2018;129:155-168. PMID: 30166709; PMCID: PMC6116586.
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Collaborative-group testing improves learning and knowledge retention of human physiology topics in second-year medical students.

Advances in physiology education

Vázquez-García M.
PMID: 29616577
Adv Physiol Educ. 2018 Jun 01;42(2):232-239. doi: 10.1152/advan.00113.2017.

The present study examined the relationship between second-year medical students' group performance and individual performance in a collaborative-learning environment. In recent decades, university professors in the scientific and humanistic disciplines have successfully put into practice different modalities of collaborative...

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Vázquez-García M. Collaborative-group testing improves learning and knowledge retention of human physiology topics in second-year medical students. Adv Physiol Educ. 2018;42(2):232-239doi: 10.1152/advan.00113.2017.
Vázquez-García, M. (2018). Collaborative-group testing improves learning and knowledge retention of human physiology topics in second-year medical students. Advances in physiology education, 42(2), 232-239. https://doi.org/10.1152/advan.00113.2017
Vázquez-García, Mario. "Collaborative-group testing improves learning and knowledge retention of human physiology topics in second-year medical students." Advances in physiology education vol. 42,2 (2018): 232-239. doi: https://doi.org/10.1152/advan.00113.2017
Vázquez-García M. Collaborative-group testing improves learning and knowledge retention of human physiology topics in second-year medical students. Adv Physiol Educ. 2018 Jun 01;42(2):232-239. doi: 10.1152/advan.00113.2017. PMID: 29616577.
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A survey on internet usage and online learning behaviour among medical undergraduates.

Postgraduate medical journal

Venkatesh S, Chandrasekaran V, Dhandapany G, Palanisamy S, Sadagopan S.
PMID: 27647926
Postgrad Med J. 2017 May;93(1099):275-279. doi: 10.1136/postgradmedj-2016-134164. Epub 2016 Sep 19.

AIM: To determine the magnitude and pattern of internet usage by undergraduate medical students to retrieve medical information.MATERIALS AND METHODS: A pretested questionnaire-based survey was conducted among undergraduate medical students who were willing to participate. The institute ethics committee...

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Venkatesh S, Chandrasekaran V, Dhandapany G, et al. A survey on internet usage and online learning behaviour among medical undergraduates. Postgrad Med J. 2016;93(1099):275-279doi: 10.1136/postgradmedj-2016-134164.
Venkatesh, S., Chandrasekaran, V., Dhandapany, G., Palanisamy, S., & Sadagopan, S. (2017). A survey on internet usage and online learning behaviour among medical undergraduates. Postgraduate medical journal, 93(1099), 275-279. https://doi.org/10.1136/postgradmedj-2016-134164
Venkatesh, Soma, et al. "A survey on internet usage and online learning behaviour among medical undergraduates." Postgraduate medical journal vol. 93,1099 (2017): 275-279. doi: https://doi.org/10.1136/postgradmedj-2016-134164
Venkatesh S, Chandrasekaran V, Dhandapany G, Palanisamy S, Sadagopan S. A survey on internet usage and online learning behaviour among medical undergraduates. Postgrad Med J. 2017 May;93(1099):275-279. doi: 10.1136/postgradmedj-2016-134164. Epub 2016 Sep 19. PMID: 27647926.
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Enhancement of student perceptions of learner-centeredness and community of inquiry in flipped classrooms.

BMC medical education

Lee YH, Kim KJ.
PMID: 30352591
BMC Med Educ. 2018 Oct 23;18(1):242. doi: 10.1186/s12909-018-1347-3.

BACKGROUND: Flipped classrooms (FC) are expected to create a more student-centered, active learning environment than traditional lectures. This study assessed the effectiveness of FC in promoting a student-centered, active learning environment by examining the changes in student perceptions of...

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Lee YH, Kim KJ. Enhancement of student perceptions of learner-centeredness and community of inquiry in flipped classrooms. BMC Med Educ. 2018;18(1):242doi: 10.1186/s12909-018-1347-3.
Lee, Y. H., & Kim, K. J. (2018). Enhancement of student perceptions of learner-centeredness and community of inquiry in flipped classrooms. BMC medical education, 18(1), 242. https://doi.org/10.1186/s12909-018-1347-3
Lee, Young Hwan, and Kim, Kyong-Jee. "Enhancement of student perceptions of learner-centeredness and community of inquiry in flipped classrooms." BMC medical education vol. 18,1 (2018): 242. doi: https://doi.org/10.1186/s12909-018-1347-3
Lee YH, Kim KJ. Enhancement of student perceptions of learner-centeredness and community of inquiry in flipped classrooms. BMC Med Educ. 2018 Oct 23;18(1):242. doi: 10.1186/s12909-018-1347-3. PMID: 30352591; PMCID: PMC6199751.
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Examining the readiness of best evidence in medical education guides for integration into educational practice: A meta-synthesis.

Perspectives on medical education

Maggio LA, Thomas A, Chen HC, Ioannidis JPA, Kanter SL, Norton C, Tannery NH, Artino AR.
PMID: 30229529
Perspect Med Educ. 2018 Oct;7(5):292-301. doi: 10.1007/s40037-018-0450-9.

BACKGROUND: To support evidence-informed education, health professions education (HPE) stakeholders encourage the creation and use of knowledge syntheses or reviews. However, it is unclear if these knowledge syntheses are ready for translation into educational practice. Without understanding the readiness,...

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Maggio LA, Thomas A, Chen HC, et al. Examining the readiness of best evidence in medical education guides for integration into educational practice: A meta-synthesis. Perspect Med Educ. 2018;7(5):292-301doi: 10.1007/s40037-018-0450-9.
Maggio, L. A., Thomas, A., Chen, H. C., Ioannidis, J. P. A., Kanter, S. L., Norton, C., Tannery, N. H., & Artino, A. R. (2018). Examining the readiness of best evidence in medical education guides for integration into educational practice: A meta-synthesis. Perspectives on medical education, 7(5), 292-301. https://doi.org/10.1007/s40037-018-0450-9
Maggio, Lauren A, et al. "Examining the readiness of best evidence in medical education guides for integration into educational practice: A meta-synthesis." Perspectives on medical education vol. 7,5 (2018): 292-301. doi: https://doi.org/10.1007/s40037-018-0450-9
Maggio LA, Thomas A, Chen HC, Ioannidis JPA, Kanter SL, Norton C, Tannery NH, Artino AR. Examining the readiness of best evidence in medical education guides for integration into educational practice: A meta-synthesis. Perspect Med Educ. 2018 Oct;7(5):292-301. doi: 10.1007/s40037-018-0450-9. PMID: 30229529; PMCID: PMC6191397.
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Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format.

BMC medical education

Keis O, Grab C, Schneider A, Öchsner W.
PMID: 29121902
BMC Med Educ. 2017 Nov 09;17(1):194. doi: 10.1186/s12909-017-1053-6.

BACKGROUND: Since the introduction of the e-learning electrocardiogram (ECG) course 'ECG Online' into the curriculum at the University of Ulm, a small but relatively constant number of students have decided not to participate in the online course but to...

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Keis O, Grab C, Schneider A, et al. Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format. BMC Med Educ. 2017;17(1):194doi: 10.1186/s12909-017-1053-6.
Keis, O., Grab, C., Schneider, A., & Öchsner, W. (2017). Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format. BMC medical education, 17(1), 194. https://doi.org/10.1186/s12909-017-1053-6
Keis, Oliver, et al. "Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format." BMC medical education vol. 17,1 (2017): 194. doi: https://doi.org/10.1186/s12909-017-1053-6
Keis O, Grab C, Schneider A, Öchsner W. Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format. BMC Med Educ. 2017 Nov 09;17(1):194. doi: 10.1186/s12909-017-1053-6. PMID: 29121902; PMCID: PMC5680799.
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Feedback and evaluation in an undergraduate teaching skills course.

Medical education

Chu A, Salooja N.
PMID: 26494104
Med Educ. 2015 Nov;49(11):1170. doi: 10.1111/medu.12813.

No abstract available.

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Chu A, Salooja N. Feedback and evaluation in an undergraduate teaching skills course. Med Educ. 2015;49(11):1170doi: 10.1111/medu.12813.
Chu, A., & Salooja, N. (2015). Feedback and evaluation in an undergraduate teaching skills course. Medical education, 49(11), 1170. https://doi.org/10.1111/medu.12813
Chu, Ann, and Salooja, Nina. "Feedback and evaluation in an undergraduate teaching skills course." Medical education vol. 49,11 (2015): 1170. doi: https://doi.org/10.1111/medu.12813
Chu A, Salooja N. Feedback and evaluation in an undergraduate teaching skills course. Med Educ. 2015 Nov;49(11):1170. doi: 10.1111/medu.12813. PMID: 26494104.
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Catalogue of Interactive Learning Objectives to improve an Integrated Medical and Dental Curriculum.

The journal of contemporary dental practice

Mahmoodi B, Sagheb K, Sagheb K, Schulz P, Willershausen B, Al-Nawas B, Walter C.
PMID: 27965480
J Contemp Dent Pract. 2016 Dec 01;17(12):965-968.

INTRODUCTION: Online learning media are increasingly being incorporated into medical and dental education. However, the coordination between obligatory and facultative teaching domains still remains unsatisfying. The Catalogue of Interactive Learning Objectives of the University Clinic of Mainz (ILKUM), aims...

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Mahmoodi B, Sagheb K, Sagheb K, et al. Catalogue of Interactive Learning Objectives to improve an Integrated Medical and Dental Curriculum. J Contemp Dent Pract. 2016;17(12):965-968
Mahmoodi, B., Sagheb, K., Sagheb, K., Schulz, P., Willershausen, B., Al-Nawas, B., & Walter, C. (2016). Catalogue of Interactive Learning Objectives to improve an Integrated Medical and Dental Curriculum. The journal of contemporary dental practice, 17(12), 965-968.
Mahmoodi, Benjamin, et al. "Catalogue of Interactive Learning Objectives to improve an Integrated Medical and Dental Curriculum." The journal of contemporary dental practice vol. 17,12 (2016): 965-968.
Mahmoodi B, Sagheb K, Sagheb K, Schulz P, Willershausen B, Al-Nawas B, Walter C. Catalogue of Interactive Learning Objectives to improve an Integrated Medical and Dental Curriculum. J Contemp Dent Pract. 2016 Dec 01;17(12):965-968. PMID: 27965480.
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Showing 997 to 1008 of 1021 entries