about
Communicating curriculum reform to students: advice in hindsight..The pioneer cohort of curriculum reform: Guinea pigs or trail-blazers?Reforming the 4th-Year Curriculum as a Springboard to Graduate Medical Training: One School's Experiences and Lessons Learned.The experimental teaching reform in biochemistry and molecular biology for undergraduate students in Peking University Health Science Center.Roles of innovation in education deliveryAnalyzing barriers and facilitators to the implementation of an action plan to strengthen the midwifery professional role: a Moroccan case study.Assessment to transform competency-based curriculaVisions and reality: the idea of competence-oriented assessment for German medical students is not yet realised in licensing examinations.What would happen to education if we take education evidence seriously?Problems and issues in implementing innovative curriculum in the developing countries: the Pakistani experienceInfluence of national culture on the adoption of integrated medical curricula.Creating European guidelines for Chiropractic Incident Reporting and Learning Systems (CIRLS): relevance and structureFive teacher profiles in student-centred curricula based on their conceptions of learning and teaching.Medical universities in Austria: impact of curriculum modernization on medical education.Incident Reporting and Learning Systems for chiropractors - Developments in EuropeThe role of curriculum committees in pharmacy education.Anatomy as the backbone of an integrated first year medical curriculum: design and implementation.Institutional factors affecting participation in national faculty development programs: a nation-wide investigation of medical schools.Development and evaluation of a palliative medicine curriculum for third-year medical students.Undergraduate medical education programme renewal: a longitudinal context, input, process and product evaluation studyDevelopment and implementation of a biomedical informatics course for medical students: challenges of a large-scale blended-learning programPublishing medical schools' USMLE Step 1 scores: increase preclinical education accountability and national standards.Sustained change in didactic skills--does teacher training last?An integrated model for developing research skills in an undergraduate medical curriculum: appraisal of an approach using student selected components.Faculty development: yesterday, today and tomorrow.Transnational collaboration for faculty development in health professions education in Mongolia.Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part I: Conducive resources and structurImproving lecture skills: a time-efficient 10-step pedagogical consultation method for medical teachers in healthcare professions.Bridging the educational research-teaching practice gap: curriculum development, part 2: becoming an agent of change.Twelve tips for implementing whole-task curricula: how to make it work.Successfully sustaining sex and gender issues in undergraduate medical education: a case study.Analysis of educational research at a medical faculty in Germany and suggestions for strategic development - a case study.Accreditation of medical schools in Saudi Arabia: A qualitative study.What stage are low-income and middle-income countries (LMICs) at with patient safety curriculum implementation and what are the barriers to implementation? A two-stage cross-sectional study.Changing the culture of medical training: An important step toward the implementation of competency-based medical education.Adoption of computer-assisted learning in medical education: the educators' perspective.Problem-based learning (PBL) and public health: an initial exploration of perceptions of PBL in Vietnam.How faculty members experience workplace-based assessment rater training: a qualitative study.Faculty and students' perceptions of student experiences in a medical school undergoing curricular transition in the United arab emirates.Maximizing the value of feedback for individual facilitator and faculty development in a problem-based learning curriculum.
P2860
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P2860
description
2000 nî lūn-bûn
@nan
2000 թուականի Յունիսին հրատարակուած գիտական յօդուած
@hyw
2000 թվականի հունիսին հրատարակված գիտական հոդված
@hy
2000年の論文
@ja
2000年論文
@yue
2000年論文
@zh-hant
2000年論文
@zh-hk
2000年論文
@zh-mo
2000年論文
@zh-tw
2000年论文
@wuu
name
Curricular change in medical schools: how to succeed.
@ast
Curricular change in medical schools: how to succeed.
@en
type
label
Curricular change in medical schools: how to succeed.
@ast
Curricular change in medical schools: how to succeed.
@en
prefLabel
Curricular change in medical schools: how to succeed.
@ast
Curricular change in medical schools: how to succeed.
@en
P2093
P1433
P1476
Curricular change in medical schools: how to succeed.
@en
P2093
Moorehead-Rosenberg L
Starnaman S
P304
P356
10.1097/00001888-200006000-00006
P407
P577
2000-06-01T00:00:00Z