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Items: 1 to 20 of 258

1.

Development of a longitudinal integrated clerkship at an academic medical center.

Poncelet A, Bokser S, Calton B, Hauer KE, Kirsch H, Jones T, Lai CJ, Mazotti L, Shore W, Teherani A, Tong L, Wamsley M, Robertson P.

Med Educ Online. 2011 Apr 4;16. doi: 10.3402/meo.v16i0.5939.

2.

Outcomes of different clerkship models: longitudinal integrated, hybrid, and block.

Teherani A, Irby DM, Loeser H.

Acad Med. 2013 Jan;88(1):35-43. doi: 10.1097/ACM.0b013e318276ca9b.

PMID:
23165275
3.

Creating a longitudinal integrated clerkship with mutual benefits for an academic medical center and a community health system.

Poncelet AN, Mazotti LA, Blumberg B, Wamsley MA, Grennan T, Shore WB.

Perm J. 2014 Spring;18(2):50-6. doi: 10.7812/TPP/13-137.

4.

A "safe space" for learning and reflection: one school's design for continuity with a peer group across clinical clerkships.

Chou CL, Johnston CB, Singh B, Garber JD, Kaplan E, Lee K, Teherani A.

Acad Med. 2011 Dec;86(12):1560-5. doi: 10.1097/ACM.0b013e31823595fd.

PMID:
22030757
5.

The Surgical Clerkship and Medical Student Performance in a Standardized Patient Case of Acute Cholecystitis.

Low E, Tessler R, Hauer KE, Leavitt AD, Miller B, Maa J.

J Surg Educ. 2015 Sep-Oct;72(5):1045-51. doi: 10.1016/j.jsurg.2015.04.019. Epub 2015 Jun 15.

PMID:
26089162
6.

A blended online curriculum in the basic surgery clerkship: a pilot study.

Lindeman BM, Law JK, Lipsett PA, Arbella T, Stem M, Lidor AO.

Am J Surg. 2015 Jan;209(1):145-51. doi: 10.1016/j.amjsurg.2014.10.003. Epub 2014 Oct 28.

PMID:
25466767
7.

Academic outcomes of a community-based longitudinal integrated clerkships program.

Latessa R, Beaty N, Royal K, Colvin G, Pathman DE, Heck J.

Med Teach. 2015;37(9):862-7. doi: 10.3109/0142159X.2015.1009020. Epub 2015 Feb 19.

PMID:
25693796
8.

Faculty verbal evaluations reveal strategies used to promote medical student performance.

Hauer KE, Mazotti L, O'Brien B, Hemmer PA, Tong L.

Med Educ Online. 2011;16. doi: 10.3402/meo.v16i0.6354. Epub 2011 May 16.

9.

Longitudinal effects of medical students' communication skills on future performance.

Dong T, LaRochelle JS, Durning SJ, Saguil A, Swygert K, Artino AR Jr.

Mil Med. 2015 Apr;180(4 Suppl):24-30. doi: 10.7205/MILMED-D-14-00565.

PMID:
25850123
10.

Dual Learning in an Emergency Medicine Clerkship Improves Student Performance.

Jordan J, Elder J, Uijtdehaage S, Coates WC.

J Emerg Med. 2016 Mar;50(3):471-6.e1-2. doi: 10.1016/j.jemermed.2015.07.032. Epub 2015 Sep 26.

PMID:
26412105
11.

Psychiatry in the Harvard Medical School-Cambridge Integrated Clerkship: an innovative, year-long program.

Griswold T, Bullock C, Gaufberg E, Albanese M, Bonilla P, Dvorak R, Epelbaum C, Givon L, Kueppenbender K, Joseph R, Boyd JW, Shtasel D.

Acad Psychiatry. 2012 Sep 1;36(5):380-7. doi: 10.1176/appi.ap.10080126.

PMID:
22983469
12.

Collaborating to integrate curriculum in primary care medical education: successes and challenges from three US medical schools.

Pipas CF, Peltier DA, Fall LH, Olson AL, Mahoney JF, Skochelak SE, Gjerde CL.

Fam Med. 2004 Jan;36 Suppl:S126-32.

13.

Perceptions of evaluation in longitudinal versus traditional clerkships.

Mazotti L, O'Brien B, Tong L, Hauer KE.

Med Educ. 2011 May;45(5):464-70. doi: 10.1111/j.1365-2923.2010.03904.x.

PMID:
21486322
14.

The Action Research Program: Experiential Learning in Systems-Based Practice for First-Year Medical Students.

Ackerman SL, Boscardin C, Karliner L, Handley MA, Cheng S, Gaither TW, Hagey J, Hennein L, Malik F, Shaw B, Trinidad N, Zahner G, Gonzales R.

Teach Learn Med. 2016;28(2):183-91. doi: 10.1080/10401334.2016.1146606.

15.

Implementing a hybrid web-based curriculum for an elective medical student clerkship in a busy surgical intensive care unit (ICU): effect on test and satisfaction scores.

Kumar AB, Hata JS, Bayman EO, Krishnan S.

J Surg Educ. 2013 Jan-Feb;70(1):109-16. doi: 10.1016/j.jsurg.2012.06.026.

PMID:
23337679
16.

Development of a Longitudinal Integrated Clerkship at The Warren Alpert Medical School of Brown University.

Epstein-Lubow G, Cineas S, Yess J, Anthony D, Fagan M, George P.

R I Med J (2013). 2015 Sep 1;98(9):27-31.

PMID:
26324972
17.

Longitudinal pedagogy: a successful response to the fragmentation of the third-year medical student clerkship experience.

Bell SK, Krupat E, Fazio SB, Roberts DH, Schwartzstein RM.

Acad Med. 2008 May;83(5):467-75. doi: 10.1097/ACM.0b013e31816bdad5.

PMID:
18448900
18.

A review of longitudinal community and hospital placements in medical education: BEME Guide No. 26.

Thistlethwaite JE, Bartle E, Chong AA, Dick ML, King D, Mahoney S, Papinczak T, Tucker G.

Med Teach. 2013 Aug;35(8):e1340-64. doi: 10.3109/0142159X.2013.806981. Epub 2013 Jul 12. Review.

PMID:
23848374
19.

Educational outcomes of the Harvard Medical School-Cambridge integrated clerkship: a way forward for medical education.

Hirsh D, Gaufberg E, Ogur B, Cohen P, Krupat E, Cox M, Pelletier S, Bor D.

Acad Med. 2012 May;87(5):643-50. doi: 10.1097/ACM.0b013e31824d9821.

PMID:
22450189
20.

Teaching patient-centered communication skills: a telephone follow-up curriculum for medical students.

Saba GW, Chou CL, Satterfield J, Teherani A, Hauer K, Poncelet A, Chen HC.

Med Educ Online. 2014 Apr 25;19:22522. doi: 10.3402/meo.v19.22522. eCollection 2014.

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