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Items: 1 to 20 of 25

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The educational effects of portfolios on undergraduate student learning: a Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11.

Buckley S, Coleman J, Davison I, Khan KS, Zamora J, Malick S, Morley D, Pollard D, Ashcroft T, Popovic C, Sayers J.

Med Teach. 2009 Apr;31(4):282-98. doi: 10.1080/01421590902889897. Review.

PMID:
19404891
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4.

Deep dissection: motivating students beyond rote learning in veterinary anatomy.

Cake MA.

J Vet Med Educ. 2006 Summer;33(2):266-71. Review.

PMID:
16849308
5.

How much anatomy is enough?

Bergman EM, Prince KJ, Drukker J, van der Vleuten CP, Scherpbier AJ.

Anat Sci Educ. 2008 Jul-Aug;1(4):184-8. doi: 10.1002/ase.35. Review.

PMID:
19177406
6.

Is learning anatomy facilitated by computer-aided learning? A review of the literature.

Tam MD, Hart AR, Williams S, Heylings D, Leinster S.

Med Teach. 2009 Sep;31(9):e393-6. Review.

PMID:
19811174
7.

The human cadaver in the age of biomedical informatics.

Aziz MA, McKenzie JC, Wilson JS, Cowie RJ, Ayeni SA, Dunn BK.

Anat Rec. 2002 Feb 15;269(1):20-32. Review.

PMID:
11891622
8.
9.

Proto-professionalism and the dissecting laboratory.

Slotnick HB, Hilton SR.

Clin Anat. 2006 Jul;19(5):429-36. Review.

PMID:
16583422
10.

Linking cardiovascular theory to practice in an undergraduate medical curriculum.

Hudson JN, Buckley P, McMillen IC.

Adv Physiol Educ. 2001 Dec;25(1-4):193-201. Review.

11.

Teaching and learning gross anatomy: dissection, prosection, or "both of the above?".

Dinsmore CE, Daugherty S, Zeitz HJ.

Clin Anat. 1999;12(2):110-4. Review. No abstract available.

PMID:
10089036
12.
13.

Clinical anatomy research in a research-driven anatomy department.

Jones DG, Dias GJ, Mercer S, Zhang M, Nicholson HD.

Clin Anat. 2002 May;15(3):228-32. Review.

PMID:
11948960
14.

Exploring assessment factors contributing to students' study strategies: literature review.

Al-Kadri HM, Al-Moamary MS, Roberts C, Van der Vleuten CP.

Med Teach. 2012;34 Suppl 1:S42-50. doi: 10.3109/0142159X.2012.656756. Review.

PMID:
22409191
15.

Defining the boundaries of physiological understanding: the benchmarks curriculum model.

Lemons DE, Griswold JG.

Am J Physiol. 1998 Dec;275(6 Pt 2):S35-45. Review.

PMID:
16161224
16.

Tackling the knowledge explosion without overloading the student.

Bushby PA.

Aust Vet J. 1994 Nov;71(11):372-4. Review.

PMID:
7726761
17.

The Anatomical Society core regional anatomy syllabus for undergraduate medicine.

Smith CF, Finn GM, Stewart J, Atkinson MA, Davies DC, Dyball R, Morris J, Ockleford C, Parkin I, Standring S, Whiten S, Wilton J, McHanwell S.

J Anat. 2016 Jan;228(1):15-23. doi: 10.1111/joa.12405. Review.

PMID:
26612592
18.

Anatomical Society core regional anatomy syllabus for undergraduate medicine: the Delphi process.

Smith CF, Finn GM, Stewart J, McHanwell S.

J Anat. 2016 Jan;228(1):2-14. doi: 10.1111/joa.12402. Review.

PMID:
26612335
19.

What biomedical science should be included in undergraduate medical courses and how is this decided?

Bull S, Mattick K.

Med Teach. 2010;32(5):360-7. doi: 10.3109/01421590903434144. Review.

PMID:
20423252
20.

Learning from education to communicate science as a good story.

Negrete A, Lartigue C.

Endeavour. 2004 Sep;28(3):120-4. Review.

PMID:
15350764
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