about
Knowledge loss of medical students on first year basic science courses at the University of Saskatchewan."Information Survival Skills": a medical school electiveRetention of knowledge and perceived relevance of basic sciences in an integrated case-based learning (CBL) curriculumPerceptions of residents, medical and nursing students about Interprofessional education: a systematic review of the quantitative and qualitative literature.Performance of first-year health sciences students in a large, diverse, multidisciplinary, first-semester, physiology service module.How do medical students in their clinical years perceive basic sciences courses at King Saud University?Common concepts in separate domains? Family physicians' ways of understanding teaching patients and trainees, a qualitative studyDynamics of study strategies and teacher regulation in virtual patient learning activities: a cross sectional surveyRetention of basic sciences knowledge at clinical years of medical curriculumFaculty perceptions of simulation programs in healthcare education.Differences in medical students' academic interest and performance across career choice motivationsA cross-sectional study showing differences in the clinical diagnosis of pelvic inflammatory disease according to the experience of clinicians: implications for training and audit.How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59.Analysing the concept of context in medical education.Theoretical perspectives and applications of group learning in PBL.Musculoskeletal examination teaching by patients versus physicians: how are they different? Neither better nor worse, but complementary.Teaching clinical examination using peer-assisted learning amongst graduate-entry students.What can experience add to early medical education? Consensus survey.Students' conceptions of the medical profession; an interview study.The method of loci as a mnemonic device to facilitate learning in endocrinology leads to improvement in student performance as measured by assessments.Analysis of dental students' written peer feedback from a prospective peer assessment protocol.Near-peer teaching in a required third-year clerkship.Adopting a learning stance: An essential tool for competency developmentContinuing Medical Education Strategy for Primary Health Care Physicians in Oman: Lessons to be learnt.Implementation of Competency-Based Pharmacy Education (CBPE)The radar graph: the development of an educational tool to demonstrate resident competency.Longitudinal assessment in an undergraduate longitudinal integrated clerkship: the mini Clinical Evaluation Exercise (mCEX) profile.Legitimate workplace roles and activities for early learners.Teaching Medical Students to Reflect More Deeply.Knowledge and attitudes regarding pain management among nurses in Hong Kong medical units.La position d’apprentissage: Un incontournable pour le développement des compétences.Experience-based learning: a model linking the processes and outcomes of medical students' workplace learning.GP supervisors' experience in supporting self-regulated learning: a balancing act.Stimulating and evaluating acquired knowledge of addiction among residents through repeat testing: a pilot study.Students' perceived value of physiology course activities in a Sudanese medical faculty.How core competencies are taught during clinical supervision: participatory action research in family medicine.The impact of various transitions in the medical education continuum on perceived readiness of trainees to be entrusted with professional tasks.Peer teaching in medical education.Entrustable professional activities: time to be trusted?Dimensions and psychology of peer teaching in medical education
P2860
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P2860
description
2004 nî lūn-bûn
@nan
2004 թուականի Մարտին հրատարակուած գիտական յօդուած
@hyw
2004 թվականի մարտին հրատարակված գիտական հոդված
@hy
2004年の論文
@ja
2004年論文
@yue
2004年論文
@zh-hant
2004年論文
@zh-hk
2004年論文
@zh-mo
2004年論文
@zh-tw
2004年论文
@wuu
name
Orienting teaching toward the learning process.
@ast
Orienting teaching toward the learning process.
@en
type
label
Orienting teaching toward the learning process.
@ast
Orienting teaching toward the learning process.
@en
prefLabel
Orienting teaching toward the learning process.
@ast
Orienting teaching toward the learning process.
@en
P2093
P1433
P1476
Orienting teaching toward the learning process.
@en
P2093
Jan Vermunt
Karen Mann
Linda Snell
P304
P356
10.1097/00001888-200403000-00005
P407
P577
2004-03-01T00:00:00Z