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Items: 1 to 20 of 135

1.

Clinical physiology grand rounds.

Richards J, Schwartzstein R, Irish J, Almeida J, Roberts D.

Clin Teach. 2013 Apr;10(2):88-93. doi: 10.1111/j.1743-498X.2012.00614.x.

PMID:
23480109
3.

Student perceptions of effective small group teaching.

Steinert Y.

Med Educ. 2004 Mar;38(3):286-93.

PMID:
14996338
4.

The use of self-learning modules to facilitate learning of basic science concepts in an integrated medical curriculum.

Khalil MK, Nelson LD, Kibble JD.

Anat Sci Educ. 2010 Sep-Oct;3(5):219-26. doi: 10.1002/ase.177.

PMID:
20814914
5.

Undergraduate medical student perceptions and use of Evidence Based Medicine: a qualitative study.

Ilic D, Forbes K.

BMC Med Educ. 2010 Aug 19;10:58. doi: 10.1186/1472-6920-10-58.

6.

Attitude of medical students towards Early Clinical Exposure in learning endocrine physiology.

Sathishkumar S, Thomas N, Tharion E, Neelakantan N, Vyas R.

BMC Med Educ. 2007 Sep 5;7:30.

7.

Wanted: role models--medical students' perceptions of professionalism.

Byszewski A, Hendelman W, McGuinty C, Moineau G.

BMC Med Educ. 2012 Nov 15;12:115. doi: 10.1186/1472-6920-12-115.

8.

Student views on the effective teaching of physical examination skills: a qualitative study.

Martens MJ, Duvivier RJ, van Dalen J, Verwijnen GM, Scherpbier AJ, van der Vleuten CP.

Med Educ. 2009 Feb;43(2):184-91. doi: 10.1111/j.1365-2923.2008.03283.x.

PMID:
19161490
10.

Perceptions of UK medical students on rural clinical placements.

Deaville JA, Wynn-Jones J, Hays RB, Coventry PJ, McKinley RK, Randall-Smith J.

Rural Remote Health. 2009 Apr-Jun;9(2):1165. Epub 2009 Jun 2.

11.

The impact of an interprofessional problem-based learning curriculum of clinical ethics on medical and nursing students' attitudes and ability of interprofessional collaboration: a pilot study.

Lin YC, Chan TF, Lai CS, Chin CC, Chou FH, Lin HJ.

Kaohsiung J Med Sci. 2013 Sep;29(9):505-11. doi: 10.1016/j.kjms.2013.05.006. Epub 2013 Jun 25.

12.

Reflections of students graduating from a transforming medical curriculum in South Africa: a qualitative study.

Green-Thompson LP, McInerney P, Manning DM, Mapukata-Sondzaba N, Chipamaunga S, Maswanganyi T.

BMC Med Educ. 2012 Jun 28;12:49.

13.

Enhancing clinical skill development through an Ambulatory Medicine Teaching Programme: an evaluation study.

Latta L, Tordoff D, Manning P, Dent J.

Med Teach. 2013 Aug;35(8):648-54. doi: 10.3109/0142159X.2013.801553. Epub 2013 Jun 11.

PMID:
23758182
14.

Why are medical students 'checking out' of active learning in a new curriculum?

White C, Bradley E, Martindale J, Roy P, Patel K, Yoon M, Worden MK.

Med Educ. 2014 Mar;48(3):315-24. doi: 10.1111/medu.12356.

PMID:
24528466
15.

Students' perception of the learning environment in a distributed medical programme.

Veerapen K, McAleer S.

Med Educ Online. 2010 Sep 24;15. doi: 10.3402/meo.v15i0.5168.

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Evaluation of a revised curriculum: a four-year qualitative study of student perceptions.

Lanning SK, Wetzel AP, Baines MB, Ellen Byrne B.

J Dent Educ. 2012 Oct;76(10):1323-33.

19.

Back to the basic sciences: an innovative approach to teaching senior medical students how best to integrate basic science and clinical medicine.

Spencer AL, Brosenitsch T, Levine AS, Kanter SL.

Acad Med. 2008 Jul;83(7):662-9. doi: 10.1097/ACM.0b013e318178356b.

PMID:
18580085
20.

Audience response technology: engaging and empowering non-medical prescribing students in pharmacology learning.

Lymn JS, Mostyn A.

BMC Med Educ. 2010 Oct 27;10:73. doi: 10.1186/1472-6920-10-73.

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