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Items: 1 to 20 of 99

1.

ABC of learning and teaching in medicine: Evaluation.

Morrison J.

BMJ. 2003 Feb 15;326(7385):385-7. Review. No abstract available.

2.

The accreditation of a training programme.

Reulen HJ; Joint Residency Advisory and Accreditation Committee; European Union of Medical Specialists; European Association of Neurosurgical Societies.

Acta Neurochir Suppl. 2004;90:103-6. No abstract available.

PMID:
15553123
3.

Personal characteristics may affect evaluation of teaching: a prospective study in medical students.

Tsamakis K, Toumanidis S, Nikiteas N, Sfikakis PP.

Med Teach. 2014 Jan;36(1):86. doi: 10.3109/0142159X.2013.789840. Epub 2013 Apr 30. No abstract available.

PMID:
23631404
4.

Evaluating educational interventions.

Wilkes M, Bligh J.

BMJ. 1999 May 8;318(7193):1269-72. No abstract available.

5.

Using a modified nominal group technique as a curriculum evaluation tool.

Dobbie A, Rhodes M, Tysinger JW, Freeman J.

Fam Med. 2004 Jun;36(6):402-6.

6.

A "medical student practice profile" as the foundation for a case-based curriculum revision.

Abbott A, Sullivan M, Nyquist J, Mylona E, Taylor C.

Teach Learn Med. 2010 Oct;22(4):307-11. doi: 10.1080/10401334.2010.512834.

PMID:
20936580
7.
8.
9.

Evaluating the teaching of evidence based medicine: conceptual framework.

Straus SE, Green ML, Bell DS, Badgett R, Davis D, Gerrity M, Ortiz E, Shaneyfelt TM, Whelan C, Mangrulkar R; Society of General Internal Medicine Evidence-Based Medicine Task Force.

BMJ. 2004 Oct 30;329(7473):1029-32. Review. No abstract available.

10.

Theory is needed to improve education, assessment and policy in self-directed learning.

Mazmanian P, Feldman M.

Med Educ. 2011 Apr;45(4):324-6. doi: 10.1111/j.1365-2923.2011.03937.x. No abstract available.

PMID:
21401678
11.

The undergraduate curriculum in medicine. A criticism of current trends.

Bromhead BC, Cramond WA, Ellard JH, Merrington HN, Philp HW, Reeve TS, Tracy GD, Walsh RJ.

Med J Aust. 1971 Jun 26;1(26):1400-2. No abstract available.

PMID:
5097657
12.
13.
14.

[Lifelong learning--a student perspective].

Annerstedt M.

Lakartidningen. 2007 Sep 19-25;104(38):2703. Swedish. No abstract available.

PMID:
17969764
15.

[How do medical students evaluate the significance of various teaching arrangements for medical education?].

Pabst R, Rothkötter HJ.

Dtsch Med Wochenschr. 1995 Jan 20;120(3):84-5. German. No abstract available.

PMID:
7828470
16.

Towards outcome-based programme evaluation: using student comparative self-assessments to determine teaching effectiveness.

Raupach T, Münscher C, Beissbarth T, Burckhardt G, Pukrop T.

Med Teach. 2011;33(8):e446-53. doi: 10.3109/0142159X.2011.586751.

PMID:
21774642
17.

A systematic review of resident-as-teacher programmes.

Hill AG, Yu TC, Barrow M, Hattie J.

Med Educ. 2009 Dec;43(12):1129-40. doi: 10.1111/j.1365-2923.2009.03523.x. Review.

PMID:
19930503
18.

[The role and qualification of the teacher in changing medical education].

Lycke KH.

Tidsskr Nor Laegeforen. 1992 Sep 30;112(23):3009-12. Norwegian. No abstract available.

PMID:
1412353
19.

Validation of the SETOC instrument -- Student evaluation of teaching in outpatient clinics.

Zuberi RW, Bordage G, Norman GR.

Adv Health Sci Educ Theory Pract. 2007 Feb;12(1):55-69. Epub 2006 Dec 8.

PMID:
17160501
20.

A conceptual framework may be of limited value.

Norman G.

BMJ. 2004 Oct 30;329(7473):1032. No abstract available.

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