These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

238 related articles for article (PubMed ID: 10792689)

  • 21. What are the most important tasks of tutors during the tutorials in hybrid problem-based learning curricula?
    Boelens R; De Wever B; Rosseel Y; Verstraete AG; Derese A
    BMC Med Educ; 2015 May; 15():84. PubMed ID: 25943429
    [TBL] [Abstract][Full Text] [Related]  

  • 22. Medical Students' Professional Development as Educators Revealed Through Reflections on Their Teaching Following a Students-as-Teachers Course.
    Yoon MH; Blatt BC; Greenberg LW
    Teach Learn Med; 2017; 29(4):411-419. PubMed ID: 28497991
    [TBL] [Abstract][Full Text] [Related]  

  • 23. Differential impact of student behaviours on group interaction and collaborative learning: medical students' and tutors' perspectives.
    Iqbal M; Velan GM; O'Sullivan AJ; Balasooriya C
    BMC Med Educ; 2016 Aug; 16(1):217. PubMed ID: 27549085
    [TBL] [Abstract][Full Text] [Related]  

  • 24. Problem-based learning at the receiving end: a 'mixed methods' study of junior medical students' perspectives.
    Maudsley G; Williams EM; Taylor DC
    Adv Health Sci Educ Theory Pract; 2008 Nov; 13(4):435-51. PubMed ID: 17285251
    [TBL] [Abstract][Full Text] [Related]  

  • 25. Teaching medical ethics to medical students: moral, legal, psychological and philosophical aspects.
    Neitzke G
    Med Law; 1999; 18(1):99-105. PubMed ID: 10436742
    [TBL] [Abstract][Full Text] [Related]  

  • 26. Ethics education in research involving human beings in undergraduate medicine curriculum in Brazil.
    Novaes MR; Guilhem D; Barragan E; Mennin S
    Dev World Bioeth; 2013 Dec; 13(3):163-8. PubMed ID: 22994866
    [TBL] [Abstract][Full Text] [Related]  

  • 27. Using electronic mail for a small-group curriculum in ethical and social issues.
    Coulehan JL; Williams PC; Naser C
    Acad Med; 1995 Feb; 70(2):158-60. PubMed ID: 7865045
    [TBL] [Abstract][Full Text] [Related]  

  • 28. Team-based learning (TBL) in the medical curriculum: better than PBL?
    Burgess A; Bleasel J; Haq I; Roberts C; Garsia R; Robertson T; Mellis C
    BMC Med Educ; 2017 Dec; 17(1):243. PubMed ID: 29221459
    [TBL] [Abstract][Full Text] [Related]  

  • 29. Medical students' evaluation of tutors in a group-learning curriculum.
    Feletti GI; Doyle E; Petrovic A; Sanson-Fisher R
    Med Educ; 1982 Nov; 16(6):319-25. PubMed ID: 7176978
    [TBL] [Abstract][Full Text] [Related]  

  • 30. Self-Observation and Peer Feedback as a Faculty Development Approach for Problem-Based Learning Tutors: A Program Evaluation.
    Garcia I; James RW; Bischof P; Baroffio A
    Teach Learn Med; 2017; 29(3):313-325. PubMed ID: 28632009
    [TBL] [Abstract][Full Text] [Related]  

  • 31. The influence of tutor qualification on the process and outcome of learning in a problem-based course of basic medical pharmacology.
    Matthes J; Marxen B; Linke RM; Antepohl W; Coburger S; Christ H; Lehmacher W; Herzig S
    Naunyn Schmiedebergs Arch Pharmacol; 2002 Jul; 366(1):58-63. PubMed ID: 12107634
    [TBL] [Abstract][Full Text] [Related]  

  • 32. Supporting the problem-based learning process in the clinical years: evaluation of an online Clinical Reasoning Guide.
    Ryan G; Dolling T; Barnet S
    Med Educ; 2004 Jun; 38(6):638-45. PubMed ID: 15189260
    [TBL] [Abstract][Full Text] [Related]  

  • 33. Teaching and assessing medical ethics: where are we now?
    Mattick K; Bligh J
    J Med Ethics; 2006 Mar; 32(3):181-5. PubMed ID: 16507668
    [TBL] [Abstract][Full Text] [Related]  

  • 34. "You understand that whole big situation they're in": interpretative phenomenological analysis of peer-assisted learning.
    Tamachi S; Giles JA; Dornan T; Hill EJR
    BMC Med Educ; 2018 Aug; 18(1):197. PubMed ID: 30107801
    [TBL] [Abstract][Full Text] [Related]  

  • 35. What drives students' self-directed learning in a hybrid PBL curriculum.
    Lee YM; Mann KV; Frank BW
    Adv Health Sci Educ Theory Pract; 2010 Aug; 15(3):425-37. PubMed ID: 19960366
    [TBL] [Abstract][Full Text] [Related]  

  • 36. Teaching of medical ethics: implications for an integrated curriculum.
    Parker MH; Price DA; Harris PG
    Med Educ; 1997 May; 31(3):181-7. PubMed ID: 9231135
    [TBL] [Abstract][Full Text] [Related]  

  • 37. Medical ethics education in China: Lessons from three schools.
    Sherer R; Dong H; Cong Y; Wan J; Chen H; Wang Y; Ma Z; Cooper B; Jiang I; Roth H; Siegler M
    Educ Health (Abingdon); 2017; 30(1):35-43. PubMed ID: 28707635
    [TBL] [Abstract][Full Text] [Related]  

  • 38. Influence of tutors' subject-matter expertise on student effort and achievement in problem-based learning.
    Schmidt HG; van der Arend A; Moust JH; Kokx I; Boon L
    Acad Med; 1993 Oct; 68(10):784-91. PubMed ID: 8397613
    [TBL] [Abstract][Full Text] [Related]  

  • 39. The impact of a modern medical curriculum on students' proposed behaviour on meeting ethical dilemmas.
    Goldie J; Schwartz L; McConnachie A; Morrison J
    Med Educ; 2004 Sep; 38(9):942-9. PubMed ID: 15327675
    [TBL] [Abstract][Full Text] [Related]  

  • 40. Ethics teaching in a medical education environment: preferences for diversity of learning and assessment methods.
    AlMahmoud T; Hashim MJ; Elzubeir MA; Branicki F
    Med Educ Online; 2017; 22(1):1328257. PubMed ID: 28562234
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 12.