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Development of a longitudinal integrated clerkship at an academic medical center.

Development of a longitudinal integrated clerkship at an academic medical center.

http://www.wikidata.org/entity/Q34768172

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Student Continuity with Patients: A System Delivery Innovation to Benefit Patient Care and Learning (Continuity Patient Benefit)Outcomes of longitudinal integrated clinical placements for students, clinicians and society.Creating a longitudinal integrated clerkship with mutual benefits for an academic medical center and a community health system An innovative quality improvement curriculum for third-year medical students.What do medical students learn when they follow patients from hospital to community? A longitudinal qualitative study Using tablets to support self-regulated learning in a longitudinal integrated clerkship.Teaching patient-centered communication skills: a telephone follow-up curriculum for medical students Evaluating educational interventions in emergency medicine.A review of longitudinal community and hospital placements in medical education: BEME Guide No. 26.Integration of Primary Care and Psychiatry: A New Paradigm for Medical Student Clerkships.How do we enhance undergraduate healthcare education in dementia? A review of the role of innovative approaches and development of the Time for Dementia Programme.Transition processes through a longitudinal integrated clerkship: a qualitative study of medical students' experiences.The patient centered medical home as curricular model: perceived impact of the "education-centered medical home".Academic outcomes of a community-based longitudinal integrated clerkships program.Workplace learning through peer groups in medical school clerkships.Clinical scholarship among preceptors supervising longitudinal integrated medical clerkships in regional and rural communities of practice.Students' workplace learning in two clerkship models: a multi-site observational study.Patient views of continuity relationships with medical students.Establishing an Ultrasound Curriculum in Undergraduate Medical Education: How Much Time Does It Take?Creating stories to live by: caring and professional identity formation in a longitudinal integrated clerkship.Broadening the clinical spectrum for medical students towards primary care: a pre-post analysis of the effect of the implementation of a longitudinal clerkship in general practice.

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Development of a longitudinal integrated clerkship at an academic medical center.

http://www.wikidata.org/entity/Q34768172

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2011 nî lūn-bûn

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2011 թուականի Ապրիլին հրատարակուած գիտական յօդուած

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2011 թվականի ապրիլին հրատարակված գիտական հոդված

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2011年の論文

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2011年論文

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2011年論文

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2011年論文

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2011年論文

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2011年論文

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2011年论文

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Development of a longitudinal integrated clerkship at an academic medical center.

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Development of a longitudinal integrated clerkship at an academic medical center.

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Development of a longitudinal integrated clerkship at an academic medical center.

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Development of a longitudinal integrated clerkship at an academic medical center.

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Development of a longitudinal integrated clerkship at an academic medical center.

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Development of a longitudinal integrated clerkship at an academic medical center.

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Medical Education Online

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Development of a longitudinal integrated clerkship at an academic medical center.

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Ann Poncelet

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Arianne Teherani

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Brook Calton

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Cindy J Lai

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Heidi Kirsch

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Karen E Hauer

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Lindsay Mazotti

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Lowell Tong

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Maria Wamsley

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Patricia Robertson

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P2860

American medical education 100 years after the Flexner report.

Medical education as a process management problem.

The Harvard Medical School-Cambridge integrated clerkship: an innovative model of clinical education.

The parallel rural community curriculum: an integrated clinical curriculum based in rural general practice.

Performance of medical students in a nontraditional rural clinical program, 1998-99 through 2003-04.

The Rural Physician Associate Program: successful outcomes in primary care and rural practice.

Does direct observation improve medical students' clerkship experiences?

Burden, responsibility, and reward: preceptor experiences with the continuity of teaching in a longitudinal integrated clerkship.

A new vocabulary and other innovations for improving descriptive in-training evaluations.

Empirical evidence for symbiotic medical education: a comparative analysis of community and tertiary-based programmes.

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scholarly article

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10.3402/MEO.V16I0.5939

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16

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2011-04-04T00:00:00Z

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51034810

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21475642

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3071870

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