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[Medical publishing--dissemination of knowledge or personal promotion?].

Tidsskrift for den Norske laegeforening : tidsskrift for praktisk medicin, ny raekke

Nylenna M.
PMID: 9019886
Tidsskr Nor Laegeforen. 1996 Dec 10;116(30):3652-5.

Over time an evolution has taken place in the nature of medical publishing. From being more-or-less exclusively channels for professional information to clinicians, medical journals have become tools in the process of qualifying researchers. Bringing credits to authors has...

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Nylenna M. Medisinsk publisering--kunnskapsformidling eller personlig promovering? [Medical publishing--dissemination of knowledge or personal promotion?]. Tidsskr Nor Laegeforen. 1996;116(30):3652-5
Nylenna, M. (1996). Medisinsk publisering--kunnskapsformidling eller personlig promovering? [Medical publishing--dissemination of knowledge or personal promotion?]. Tidsskrift for den Norske laegeforening : tidsskrift for praktisk medicin, ny raekke, 116(30), 3652-5.
Nylenna, M. "Medisinsk publisering--kunnskapsformidling eller personlig promovering?" [Medical publishing--dissemination of knowledge or personal promotion?]. Tidsskrift for den Norske laegeforening : tidsskrift for praktisk medicin, ny raekke vol. 116,30 (1996): 3652-5.
Nylenna M. Medisinsk publisering--kunnskapsformidling eller personlig promovering? [Medical publishing--dissemination of knowledge or personal promotion?]. Tidsskr Nor Laegeforen. 1996 Dec 10;116(30):3652-5. Norwegian. PMID: 9019886.
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Teaching undergraduate nursing research: a narrative review of evaluation studies and a typology for further research.

The Journal of nursing education

Porter EJ.
PMID: 11214849
J Nurs Educ. 2001 Feb;40(2):53-62.

Before knowledge about strategies for teaching undergraduate nursing research can be synthesized, it must be demonstrated that studies evaluating teaching outcomes are valid. A narrative review using Cook and Campbell's validity framework for experimental and quasi-experimental studies was done...

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Porter EJ. Teaching undergraduate nursing research: a narrative review of evaluation studies and a typology for further research. J Nurs Educ. 2001;40(2):53-62
Porter, E. J. (2001). Teaching undergraduate nursing research: a narrative review of evaluation studies and a typology for further research. The Journal of nursing education, 40(2), 53-62.
Porter, E J. "Teaching undergraduate nursing research: a narrative review of evaluation studies and a typology for further research." The Journal of nursing education vol. 40,2 (2001): 53-62.
Porter EJ. Teaching undergraduate nursing research: a narrative review of evaluation studies and a typology for further research. J Nurs Educ. 2001 Feb;40(2):53-62. PMID: 11214849.
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[Creativeness needs chaos. Infernal crisis and creative joy at the bookfair].

Lakartidningen

Berefelt G.
PMID: 9454022
Lakartidningen. 1997 Dec 17;94(51):4948-50.

No abstract available.

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Berefelt G. Kreativiteten kräver kaos. Infernokris och skaparlycka på bokmässan. [Creativeness needs chaos. Infernal crisis and creative joy at the bookfair]. Lakartidningen. 1997;94(51):4948-50
Berefelt, G. (1997). Kreativiteten kräver kaos. Infernokris och skaparlycka på bokmässan. [Creativeness needs chaos. Infernal crisis and creative joy at the bookfair]. Lakartidningen, 94(51), 4948-50.
Berefelt, G. "Kreativiteten kräver kaos. Infernokris och skaparlycka på bokmässan." [Creativeness needs chaos. Infernal crisis and creative joy at the bookfair]. Lakartidningen vol. 94,51 (1997): 4948-50.
Berefelt G. Kreativiteten kräver kaos. Infernokris och skaparlycka på bokmässan. [Creativeness needs chaos. Infernal crisis and creative joy at the bookfair]. Lakartidningen. 1997 Dec 17;94(51):4948-50. Swedish. PMID: 9454022.
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[In a clinical trial, method is not sufficient, the purpose must be relevant].

La Revue du praticien

Chêne G.
PMID: 10874862
Rev Prat. 2000 Apr 15;50(8):851-5.

The aim of a trial is relevant if it is well formulated, has a strong scientific basis and if anticipated results are useful for patients' management. The aim must be simple and specific, clearly expressing the treatments to be...

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Chêne G. Dans un essai clinique, la méthode ne suffit pas, la question doit être pertinente. [In a clinical trial, method is not sufficient, the purpose must be relevant]. Rev Prat. 2000;50(8):851-5
Chêne, G. (2000). Dans un essai clinique, la méthode ne suffit pas, la question doit être pertinente. [In a clinical trial, method is not sufficient, the purpose must be relevant]. La Revue du praticien, 50(8), 851-5.
Chêne, G. "Dans un essai clinique, la méthode ne suffit pas, la question doit être pertinente." [In a clinical trial, method is not sufficient, the purpose must be relevant]. La Revue du praticien vol. 50,8 (2000): 851-5.
Chêne G. Dans un essai clinique, la méthode ne suffit pas, la question doit être pertinente. [In a clinical trial, method is not sufficient, the purpose must be relevant]. Rev Prat. 2000 Apr 15;50(8):851-5. French. PMID: 10874862.
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Reflections on science III. A lifetime of looking.

Orthodontics & craniofacial research

Melnick M.
PMID: 12071368
Orthod Craniofac Res. 2002 Feb;5(1):1-2. doi: 10.1034/j.1600-0544.2002.t01-1-1e176.x.

No abstract available.

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Melnick M. Reflections on science III. A lifetime of looking. Orthod Craniofac Res. 2002;5(1):1-2doi: 10.1034/j.1600-0544.2002.t01-1-1e176.x.
Melnick, M. (2002). Reflections on science III. A lifetime of looking. Orthodontics & craniofacial research, 5(1), 1-2. https://doi.org/10.1034/j.1600-0544.2002.t01-1-1e176.x
Melnick, Michael. "Reflections on science III. A lifetime of looking." Orthodontics & craniofacial research vol. 5,1 (2002): 1-2. doi: https://doi.org/10.1034/j.1600-0544.2002.t01-1-1e176.x
Melnick M. Reflections on science III. A lifetime of looking. Orthod Craniofac Res. 2002 Feb;5(1):1-2. doi: 10.1034/j.1600-0544.2002.t01-1-1e176.x. PMID: 12071368.
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Reflections on 'Real Science: What it is, and what it means' by John Ziman.

Science and engineering ethics

Spier R.
PMID: 12092496
Sci Eng Ethics. 2002 Apr;8(2):235-52; discussion 253-5. doi: 10.1007/s11948-002-0025-2.

In these reflections on the recent book by John Ziman entitled 'Real Science: What it is and what it means', I have sought to review his main points and carry on the discussion that Ziman seeks to provoke. His...

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Spier R. Reflections on 'Real Science: What it is, and what it means' by John Ziman. Sci Eng Ethics. 2002;8(2):235-52; discussion 253-5doi: 10.1007/s11948-002-0025-2.
Spier, R. (2002). Reflections on 'Real Science: What it is, and what it means' by John Ziman. Science and engineering ethics, 8(2), 235-52; discussion 253-5. https://doi.org/10.1007/s11948-002-0025-2
Spier, Raymond. "Reflections on 'Real Science: What it is, and what it means' by John Ziman." Science and engineering ethics vol. 8,2 (2002): 235-52; discussion 253-5. doi: https://doi.org/10.1007/s11948-002-0025-2
Spier R. Reflections on 'Real Science: What it is, and what it means' by John Ziman. Sci Eng Ethics. 2002 Apr;8(2):235-52; discussion 253-5. doi: 10.1007/s11948-002-0025-2. PMID: 12092496.
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Development of knowledge of tuberculosis.

The Journal of the International College of Surgeons

HEAD JR.
PMID: 13712570
J Int Coll Surg. 1961 Feb;35:236-48.

No abstract available.

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HEAD JR. Development of knowledge of tuberculosis. J Int Coll Surg. 1961;35:236-48
HEAD, J. R. (1961). Development of knowledge of tuberculosis. The Journal of the International College of Surgeons, 35236-48.
HEAD, J R. "Development of knowledge of tuberculosis." The Journal of the International College of Surgeons vol. 35 (1961): 236-48.
HEAD JR. Development of knowledge of tuberculosis. J Int Coll Surg. 1961 Feb;35:236-48. PMID: 13712570.
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Medrock.com critique -- reader response.

MedGenMed : Medscape general medicine

Peticolas A.
PMID: 11549970
MedGenMed. 2001 Apr 16;3(2):21; author reply 22.

No abstract available.

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Peticolas A. Medrock.com critique -- reader response. MedGenMed. 2001;3(2):21; author reply 22
Peticolas, A. (2001). Medrock.com critique -- reader response. MedGenMed : Medscape general medicine, 3(2), 21; author reply 22.
Peticolas, A. "Medrock.com critique -- reader response." MedGenMed : Medscape general medicine vol. 3,2 (2001): 21; author reply 22.
Peticolas A. Medrock.com critique -- reader response. MedGenMed. 2001 Apr 16;3(2):21; author reply 22. PMID: 11549970.
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[When knowledge becomes competence].

Soins; la revue de reference infirmiere

Bigaignon-Cantineau J.
PMID: 12238212
Soins. 2002 Jul-Aug;(667):40-1.

No abstract available.

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Bigaignon-Cantineau J. Quand les connaissances deviennent des compétences. [When knowledge becomes competence]. Soins. 2002;(667):40-1
Bigaignon-Cantineau, J. (2002). Quand les connaissances deviennent des compétences. [When knowledge becomes competence]. Soins; la revue de reference infirmiere, (667), 40-1.
Bigaignon-Cantineau, Janine. "Quand les connaissances deviennent des compétences." [When knowledge becomes competence]. Soins; la revue de reference infirmiere vol. ,667 (2002): 40-1.
Bigaignon-Cantineau J. Quand les connaissances deviennent des compétences. [When knowledge becomes competence]. Soins. 2002 Jul-Aug;(667):40-1. French. PMID: 12238212.
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[More than knowledge and ability].

Hospitalis

[No authors listed]
PMID: 13060996
Hospitalis. 1953 Feb;23(2):40-1.

No abstract available.

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MEHR als Wissen und Können. [More than knowledge and ability]. Hospitalis. 1953;23(2):40-1
(1953). MEHR als Wissen und Können. [More than knowledge and ability]. Hospitalis, 23(2), 40-1.
"MEHR als Wissen und Können." [More than knowledge and ability]. Hospitalis vol. 23,2 (1953): 40-1.
MEHR als Wissen und Können. [More than knowledge and ability]. Hospitalis. 1953 Feb;23(2):40-1. Undetermined. PMID: 13060996.
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Integrating science and practice: Reclaiming the science in practice.

Journal of clinical psychology

Carter JA.
PMID: 12357443
J Clin Psychol. 2002 Oct;58(10):1285-90. doi: 10.1002/jclp.10112.

This article is intended to be somewhat provocative, stimulating discussion in our efforts to better integrate science and practice. Three major areas of divisiveness between science and practice are posited-understanding of practitioners' approach to practice, definition of scholarship, and...

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Carter JA. Integrating science and practice: Reclaiming the science in practice. J Clin Psychol. 2002;58(10):1285-90doi: 10.1002/jclp.10112.
Carter, J. A. (2002). Integrating science and practice: Reclaiming the science in practice. Journal of clinical psychology, 58(10), 1285-90. https://doi.org/10.1002/jclp.10112
Carter, Jean A. "Integrating science and practice: Reclaiming the science in practice." Journal of clinical psychology vol. 58,10 (2002): 1285-90. doi: https://doi.org/10.1002/jclp.10112
Carter JA. Integrating science and practice: Reclaiming the science in practice. J Clin Psychol. 2002 Oct;58(10):1285-90. doi: 10.1002/jclp.10112. PMID: 12357443.
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The moment of truth for science. The consequences of the 'knowledge society' for society and science.

EMBO reports

Weingart P.
PMID: 12151322
EMBO Rep. 2002 Aug;3(8):703-6. doi: 10.1093/embo-reports/kvf165.

No abstract available.

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Weingart P. The moment of truth for science. The consequences of the 'knowledge society' for society and science. EMBO Rep. 2002;3(8):703-6doi: 10.1093/embo-reports/kvf165.
Weingart, P. (2002). The moment of truth for science. The consequences of the 'knowledge society' for society and science. EMBO reports, 3(8), 703-6. https://doi.org/10.1093/embo-reports/kvf165
Weingart, Peter. "The moment of truth for science. The consequences of the 'knowledge society' for society and science." EMBO reports vol. 3,8 (2002): 703-6. doi: https://doi.org/10.1093/embo-reports/kvf165
Weingart P. The moment of truth for science. The consequences of the 'knowledge society' for society and science. EMBO Rep. 2002 Aug;3(8):703-6. doi: 10.1093/embo-reports/kvf165. PMID: 12151322; PMCID: PMC1084252.
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Showing 25 to 36 of 1187 entries