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 *

160 related articles for article (PubMed ID: 11123599)

  • 21. Attitudes of medical students toward the practice and teaching of integrative medicine.
    Flaherty G; Fitzgibbon J; Cantillon P
    J Integr Med; 2015 Nov; 13(6):412-5. PubMed ID: 26559366
    [TBL] [Abstract][Full Text] [Related]  

  • 22. A national approach to teaching complementary and alternative medicine in Canadian medical schools: The CAM in UME project.
    Verhoef MJ; Brundin-Mather R
    Proc West Pharmacol Soc; 2007; 50():168-73. PubMed ID: 18605258
    [TBL] [Abstract][Full Text] [Related]  

  • 23. Integrating complementary and alternative medicine education into the pharmacy curriculum.
    Tiralongo E; Wallis M
    Am J Pharm Educ; 2008 Aug; 72(4):74. PubMed ID: 19002274
    [TBL] [Abstract][Full Text] [Related]  

  • 24. Integrative medicine: implementation and evaluation of a professional development program using experiential learning and conceptual change teaching approaches.
    Hewson MG; Copeland HL; Mascha E; Arrigain S; Topol E; Fox JE
    Patient Educ Couns; 2006 Jul; 62(1):5-12. PubMed ID: 16766243
    [TBL] [Abstract][Full Text] [Related]  

  • 25. Status of complementary and alternative medicine in the osteopathic medical school curriculum.
    Saxon DW; Tunnicliff G; Brokaw JJ; Raess BU
    J Am Osteopath Assoc; 2004 Mar; 104(3):121-6. PubMed ID: 15083987
    [TBL] [Abstract][Full Text] [Related]  

  • 26. CAM education: promoting a salutogenic focus in health care.
    Rakel DP; Guerrera MP; Bayles BP; Desai GJ; Ferrara E
    J Altern Complement Med; 2008; 14(1):87-93. PubMed ID: 18199018
    [TBL] [Abstract][Full Text] [Related]  

  • 27. Educating CAM practitioners about integrative medicine: an approach to overcoming the communication gap with conventional health care practitioners.
    Frenkel M; Ben-Arye E; Geva H; Klein A
    J Altern Complement Med; 2007 Apr; 13(3):387-91. PubMed ID: 17480142
    [TBL] [Abstract][Full Text] [Related]  

  • 28. What should students learn about complementary and alternative medicine?
    Gaster B; Unterborn JN; Scott RB; Schneeweiss R
    Acad Med; 2007 Oct; 82(10):934-8. PubMed ID: 17895651
    [TBL] [Abstract][Full Text] [Related]  

  • 29. Considering the alternatives: a special study module in complementary therapy.
    Greenfield SM; Wearn AM; Hunton M; Innes MA
    Complement Ther Med; 2000 Mar; 8(1):15-20. PubMed ID: 10812755
    [TBL] [Abstract][Full Text] [Related]  

  • 30. The Impact of a Mandatory Immersion Curriculum in Integrative Medicine for Graduating Medical Students.
    Bailey ML; Chudgar SM; Engle DL; Moon SD; Grochowski CO; Clay AS
    Explore (NY); 2015; 11(5):394-400. PubMed ID: 26254222
    [TBL] [Abstract][Full Text] [Related]  

  • 31. A fourth-year elective course in alternative medicine.
    Jeffries WB
    Acad Med; 2001 May; 76(5):525-6. PubMed ID: 11346566
    [No Abstract]   [Full Text] [Related]  

  • 32. Teaching complementary medicine at an academic oncology department.
    Ben-Arye E; Frenkel M; Bar-Sela G; Margalit RS; Hermoni D; Kuten A
    J Cancer Educ; 2008; 23(1):46-50. PubMed ID: 18444046
    [TBL] [Abstract][Full Text] [Related]  

  • 33. A Student Selected Component (or Special Study Module) in Forensic and Legal Medicine: Design, delivery, assessment and evaluation of an optional module as an addition to the medical undergraduate core curriculum.
    Kennedy KM; Wilkinson A
    J Forensic Leg Med; 2018 Jan; 53():62-67. PubMed ID: 29182913
    [TBL] [Abstract][Full Text] [Related]  

  • 34. A clinical procedures curriculum for undergraduate medical students: the eight-year history of a third-year immersive experience.
    Thompson L; Exline M; Leung CG; Way DP; Clinchot D; Bahner DP; Khandelwal S
    Med Educ Online; 2016; 21():29486. PubMed ID: 27222103
    [TBL] [Abstract][Full Text] [Related]  

  • 35. A large-sample survey of first- and second-year medical student attitudes toward complementary and alternative medicine in the curriculum and in practice.
    Chaterji R; Tractenberg RE; Amri H; Lumpkin M; Amorosi SB; Haramati A
    Altern Ther Health Med; 2007; 13(1):30-5. PubMed ID: 17283739
    [TBL] [Abstract][Full Text] [Related]  

  • 36. Teaching complementary and alternative medicine in undergraduate medical education: a scoping review.
    Soliman M; Bilszta J
    Int J Med Educ; 2021 Jul; 12():140-149. PubMed ID: 34323220
    [TBL] [Abstract][Full Text] [Related]  

  • 37. A complementary and alternative medicine workshop using standardized patients improves knowledge and clinical skills of medical students.
    Hoellein AR; Griffith CH; Lineberry MJ; Wilson JF; Haist SA
    Altern Ther Health Med; 2009; 15(6):30-4. PubMed ID: 19943574
    [TBL] [Abstract][Full Text] [Related]  

  • 38. Student-teacher education programme (STEP) by step: transforming medical students into competent, confident teachers.
    Erlich DR; Shaughnessy AF
    Med Teach; 2014 Apr; 36(4):322-32. PubMed ID: 24597597
    [TBL] [Abstract][Full Text] [Related]  

  • 39. [Between metaphor and certainty: teaching an introductory course in complementary medicine].
    Ben-Arye E; Frenkel M
    Harefuah; 2001 Sep; 140(9):855-9, 893. PubMed ID: 11579738
    [TBL] [Abstract][Full Text] [Related]  

  • 40. Is input on Complementary and Alternative Medicine (CAM) necessary in our medical curriculum? A perspective from a survey on medical practitioners.
    Nabilla AS; Safura J; Karina R; Noran H; Norizan M; Sabariah M; Noorlaili AA
    Med J Malaysia; 2002 Dec; 57 Suppl E():37-43. PubMed ID: 12733192
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 8.