No content without context: integrating basic, clinical, and social sciences in a pre-clerkship curriculum.
about
Effects of learning content in context on knowledge acquisition and recall: a pretest-posttest control group designInterdisciplinary integration of the CVS module and its effect on faculty and student satisfaction as well as student performance.Exploring the value and role of integrated supportive science courses in the reformed medical curriculum iMED: a mixed methods study.Integration of Basic and Clinical Science Courses in US PharmD Programs.Modernization of an anatomy class: From conceptualization to implementation. A case for integrated multimodal-multidisciplinary teaching.A retrospective and prospective look at medical education in the United States: trends shaping anatomical sciences education.Twelve tips for developing an integrated curriculum.Student perceptions of independent versus facilitated small group learning approaches to compressed medical anatomy education.Effectiveness of integrated teaching module in pharmacology among medical undergraduates.The articulation of integration of clinical and basic sciences in concept maps: differences between experienced and resident groupsAn integrated course in pain management and palliative care bridging the basic sciences and pharmacy practice.Enhancement of anatomical learning and developing clinical competence of first-year medical and allied health profession students.Using the core curriculum on childhood trauma to strengthen clinical knowledge in evidence-based practitioners.National survey on anatomical sciences in medical education.Implementation and modification of an anatomy-based integrated curriculum.From classroom to bedside: integration of the basic science curriculum in medical teaching.Loosely-guided, self-directed learning versus strictly-guided, station-based learning in gross anatomy laboratory sessions.Applying Metacognition Through Patient Encounters and Illness Scripts to Create a Conceptual Framework for Basic Science Integration, Storage, and Retrieval.Tools and resources for neuroanatomy education: a systematic review.Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches.
P2860
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P2860
No content without context: integrating basic, clinical, and social sciences in a pre-clerkship curriculum.
description
2009 nî lūn-bûn
@nan
2009年の論文
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2009年学术文章
@wuu
2009年学术文章
@zh-cn
2009年学术文章
@zh-hans
2009年学术文章
@zh-my
2009年学术文章
@zh-sg
2009年學術文章
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2009年學術文章
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2009年學術文章
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name
No content without context: in ...... in a pre-clerkship curriculum.
@en
No content without context: in ...... in a pre-clerkship curriculum.
@nl
type
label
No content without context: in ...... in a pre-clerkship curriculum.
@en
No content without context: in ...... in a pre-clerkship curriculum.
@nl
prefLabel
No content without context: in ...... in a pre-clerkship curriculum.
@en
No content without context: in ...... in a pre-clerkship curriculum.
@nl
P2093
P2860
P1433
P1476
No content without context: in ...... in a pre-clerkship curriculum.
@en
P2093
Carl M Stevens
LuAnn Wilkerson
Sally Krasne
P2860
P304
P356
10.1080/01421590903049806
P577
2009-09-01T00:00:00Z