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Items: 1 to 20 of 215


Evaluation of Kampo education with a focus on the selected core concepts.

Arai M, Arai K, Hioki C, Takashi M, Honda M.

Tokai J Exp Clin Med. 2013 Apr 20;38(1):12-20.


Educational Importance of Acupuncture and Moxibustion: A Survey at the Tokai University School of Medicine Japan.

Takashi M, Nakada Y, Arai K, Arai M.

Tokai J Exp Clin Med. 2016 Jun 20;41(2):76-80.


Current status of Kampo medicine curricula in all Japanese medical schools.

Arai M, Katai S, Muramatsu S, Namiki T, Hanawa T, Izumi S.

BMC Complement Altern Med. 2012 Nov 2;12:207. doi: 10.1186/1472-6882-12-207.


Medical students' and facilitators' experiences of an Early Professional Contact course: active and motivated students, strained facilitators.

von Below B, Hellquist G, Rödjer S, Gunnarsson R, Björkelund C, Wahlqvist M.

BMC Med Educ. 2008 Dec 2;8:56. doi: 10.1186/1472-6920-8-56.


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.


Undergraduate medical students' perceptions, attitudes, and competencies in evidence-based medicine (EBM), and their understanding of EBM reality in Syria.

Alahdab F, Firwana B, Hasan R, Sonbol MB, Fares M, Alnahhas I, Sabouni A, Ferwana M.

BMC Res Notes. 2012 Aug 12;5:431. doi: 10.1186/1756-0500-5-431.


CPR in medical schools: learning by teaching BLS to sudden cardiac death survivors--a promising strategy for medical students?

Robak O, Kulnig J, Sterz F, Uray T, Haugk M, Kliegel A, Holzer M, Herkner H, Laggner AN, Domanovits H.

BMC Med Educ. 2006 Apr 28;6:27.


Japanese medical students' interest in basic sciences: a questionnaire survey of a medical school in Japan.

Yamazaki Y, Uka T, Shimizu H, Miyahira A, Sakai T, Marui E.

Tohoku J Exp Med. 2013;229(2):129-36.


Evaluation of different delivery modes of an interactive e-learning programme for teaching cultural diversity.

Hawthorne K, Prout H, Kinnersley P, Houston H.

Patient Educ Couns. 2009 Jan;74(1):5-11. doi: 10.1016/j.pec.2008.07.056. Epub 2008 Oct 23.


Evaluation of medical students using the "qi, blood, and fluid" system of Kampo medicine.

Arai M, Arai K, Hioki C, Takashi M, Matsumoto K, Honda M, Izumi S.

Tokai J Exp Clin Med. 2013 Apr 20;38(1):37-41.


Does the positive influence of an undergraduate rural placement persist into postgraduate years?

Williamson MI, Wilson R, McKechnie R, Ross J.

Rural Remote Health. 2012;12:2011. Epub 2012 Jun 19.


[Approach to Teaching Kampo Medicine at Kyoto Pharmaceutical University].

Matsuda H.

Yakugaku Zasshi. 2016;136(3):405-9. doi: 10.1248/yakushi.15-00232-2. Review. Japanese.


Electronic voting to encourage interactive lectures: a randomised trial.

Duggan PM, Palmer E, Devitt P.

BMC Med Educ. 2007 Jul 27;7:25.


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.


Evaluating the effects of an integrated medical ethics curriculum on first-year students.

Chin JJ, Voo TC, Karim SA, Chan YH, Campbell AV.

Ann Acad Med Singapore. 2011 Jan;40(1):4-18.


Impact of librarians in first-year medical and dental student problem-based learning (PBL) groups: a controlled study.

Koufogiannakis D, Buckingham J, Alibhai A, Rayner D.

Health Info Libr J. 2005 Sep;22(3):189-95.


The profession of medicine: a joint US-German collaborative project in medical education.

Tillmanns RW, Ringwelski A, Kretschmann J, Spangler LD, Curry RH.

Med Teach. 2007 Nov;29(9):e269-75.


Does team learning motivate students' engagement in an evidence-based medicine course?

Tai BC, Koh WP.

Ann Acad Med Singapore. 2008 Dec;37(12):1019-23.


Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students.

Azer SA, Eizenberg N.

Surg Radiol Anat. 2007 Mar;29(2):173-80. Epub 2007 Feb 21.


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