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Items: 1 to 20 of 104

1.

Do as I say: curricular discordance in medical school end-of-life care education.

Rabow M, Gargani J, Cooke M.

J Palliat Med. 2007 Jun;10(3):759-69.

PMID:
17592988
2.

Professional development and the informal curriculum in end-of-life care.

Baker M, Wrubel J, Rabow MW.

J Cancer Educ. 2011 Sep;26(3):444-50. doi: 10.1007/s13187-011-0199-x.

3.

A required third-year medical student palliative care curriculum impacts knowledge and attitudes.

Morrison LJ, Thompson BM, Gill AC.

J Palliat Med. 2012 Jul;15(7):784-9. doi: 10.1089/jpm.2011.0482. Epub 2012 Jun 11.

PMID:
22686121
4.

Determinants of medical students' perceived preparation to perform end-of-life care, quality of end-of-life care education, and attitudes toward end-of-life care.

Billings ME, Engelberg R, Curtis JR, Block S, Sullivan AM.

J Palliat Med. 2010 Mar;13(3):319-26. doi: 10.1089/jpm.2009.0293.

5.

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.

6.

Curricular reform may improve students' performance on externally administered comprehensive examinations.

Damjanov I, Fenderson BA, Hojat M, Rubin E.

Croat Med J. 2005 Jun;46(3):443-8.

7.

Students performance and perception of neurophysiology: feedback for innovative curricular reform in a Nigerian medical school.

Nwobodo E, Anyaehie UB, Nwobodo N, Awiwa C, Ofoegbu E, Okonkwo C, Aligekwe C, Burdick B.

Niger J Physiol Sci. 2009 Jun;24(1):63-6.

PMID:
19826466
8.

Senior medical students' perceptions of the adequacy of education on end-of-life issues.

Fraser HC, Kutner JS, Pfeifer MP.

J Palliat Med. 2001 Fall;4(3):337-43.

PMID:
11596545
10.

How Italian students learn to become physicians: a qualitative study of the hidden curriculum.

Lamiani G, Leone D, Meyer EC, Moja EA.

Med Teach. 2011;33(12):989-96. doi: 10.3109/0142159X.2011.577467.

PMID:
22225437
11.

Developing service-based teaching in health education for medical students.

Brieger WR.

Health Educ Monogr. 1978 Winter;6(4):345-58.

PMID:
299607
12.

Integration of geriatrics into a spiral undergraduate medical curriculum in Pakistan: evaluation and feedback of third-year medical students.

Sabzwari SR, Bhanji S, Zuberi RW.

Educ Health (Abingdon). 2011 Dec;24(3):622. Epub 2011 Dec 15.

PMID:
22267358
13.

Lessons learned about integrating a medical school curriculum: perceptions of students, faculty and curriculum leaders.

Muller JH, Jain S, Loeser H, Irby DM.

Med Educ. 2008 Aug;42(8):778-85. doi: 10.1111/j.1365-2923.2008.03110.x.

PMID:
18627445
14.

A curriculum in systems-based care: experiential learning changes in student knowledge and attitudes.

O'Connell MT, Rivo ML, Mechaber AJ, Weiss BA.

Fam Med. 2004 Jan;36 Suppl:S99-104.

15.

Attributes affecting the medical school primary care experience.

Jerant A, Srinivasan M, Bertakis KD, Azari R, Pan RJ, Kravitz RL.

Acad Med. 2010 Apr;85(4):605-13. doi: 10.1097/ACM.0b013e3181d29af7.

PMID:
20354375
16.

The preparedness of students to discuss end-of-life issues with patients.

Buss MK, Marx ES, Sulmasy DP.

Acad Med. 1998 Apr;73(4):418-22.

PMID:
9580719
17.

Medical students' attitudes toward underserved patients: a longitudinal comparison of problem-based and traditional medical curricula.

Crandall SJ, Reboussin BA, Michielutte R, Anthony JE, Naughton MJ.

Adv Health Sci Educ Theory Pract. 2007 Feb;12(1):71-86. Epub 2006 Oct 16.

PMID:
17041814
18.

Using reflection activities to enhance teaching about end-of-life care.

Rosenbaum ME, Lobas J, Ferguson K.

J Palliat Med. 2005 Dec;8(6):1186-95.

PMID:
16351532
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