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 *

381 related articles for article (PubMed ID: 14660423)

  • 21. Fostering critical thinking and collaborative learning skills among medical students through a research protocol writing activity in the curriculum.
    Sahoo S; Mohammed CA
    Korean J Med Educ; 2018 Jun; 30(2):109-118. PubMed ID: 29860777
    [TBL] [Abstract][Full Text] [Related]  

  • 22. Problem-based learning in research method courses: development, application and evaluation.
    Ramdani Y; Kurniati Syam N; Karyana Y; Herawati D
    F1000Res; 2022; 11():378. PubMed ID: 38264476
    [TBL] [Abstract][Full Text] [Related]  

  • 23. Critical Thinking and Scientific Writing Skills of Non-Anglophone Medical Students: a Model of Training Course.
    Barroga E; Mitoma H
    J Korean Med Sci; 2019 Jan; 34(3):e18. PubMed ID: 30662384
    [TBL] [Abstract][Full Text] [Related]  

  • 24. A writing-intensive course improves biology undergraduates' perception and confidence of their abilities to read scientific literature and communicate science.
    Brownell SE; Price JV; Steinman L
    Adv Physiol Educ; 2013 Mar; 37(1):70-9. PubMed ID: 23471252
    [TBL] [Abstract][Full Text] [Related]  

  • 25. Teaching Medical Students to Reflect More Deeply.
    Hayton A; Kang I; Wong R; Loo LK
    Teach Learn Med; 2015; 27(4):410-6. PubMed ID: 26507999
    [TBL] [Abstract][Full Text] [Related]  

  • 26. A new approach to preparing students for academic medicine.
    Ross JM; Walter JM; Malenka DJ; Reilly B; Moorewest M
    Med Educ; 1989 May; 23(3):265-9. PubMed ID: 2725365
    [TBL] [Abstract][Full Text] [Related]  

  • 27. Combining content and elements of communication into an upper-level biochemistry course.
    Whittington CP; Pellock SJ; Cunningham RL; Cox JR
    Biochem Mol Biol Educ; 2014; 42(2):136-41. PubMed ID: 24375847
    [TBL] [Abstract][Full Text] [Related]  

  • 28. [A workshop to improve written communication skills of medical students].
    Bitran M; Zúñiga D; Flotts P; Padilla O; Moreno R
    Rev Med Chil; 2009 May; 137(5):617-24. PubMed ID: 19701550
    [TBL] [Abstract][Full Text] [Related]  

  • 29. The design and implementation of an undergraduate health professional degree elective course on scientific writing, peer assessment, and critical appraisal.
    Osman A; Al-Badriyeh D; Hussain FN; Riaz S; Elewa H; Mraiche F
    Curr Pharm Teach Learn; 2022 Jun; 14(6):765-772. PubMed ID: 35809907
    [TBL] [Abstract][Full Text] [Related]  

  • 30. Personal journal writing in a communication skills course for first-year medical students.
    Ashbury JE; Fletcher BM; Birtwhistle RV
    Med Educ; 1993 May; 27(3):196-204. PubMed ID: 8336568
    [TBL] [Abstract][Full Text] [Related]  

  • 31. Planning, implementation and revision of the longitudinal scientific curriculum at the Medical School Brandenburg.
    Schendzielorz J; Jaehn P; Holmberg C
    GMS J Med Educ; 2024; 41(2):Doc16. PubMed ID: 38779698
    [TBL] [Abstract][Full Text] [Related]  

  • 32. A guide to writing a scientific paper: a focus on high school through graduate level student research.
    Hesselbach RA; Petering DH; Berg CA; Tomasiewicz H; Weber D
    Zebrafish; 2012 Dec; 9(4):246-9. PubMed ID: 23094692
    [TBL] [Abstract][Full Text] [Related]  

  • 33. Medical students' perspective on the teaching of medical statistics in the undergraduate medical curriculum.
    Astin J; Jenkins T; Moore L
    Stat Med; 2002 Apr; 21(7):1003-6; discussion 1007. PubMed ID: 11921009
    [TBL] [Abstract][Full Text] [Related]  

  • 34. Embarking on a Journey of Discovery: Developing Transitional Skill Sets through a Scholarly Concentration Program.
    Sawarynski KE; Baxa DM; Folberg R
    Teach Learn Med; 2019; 31(2):195-206. PubMed ID: 30216101
    [TBL] [Abstract][Full Text] [Related]  

  • 35. Implementing goals for non-cognitive outcomes within a basic science course.
    Derstine PL
    Acad Med; 2002 Sep; 77(9):931-2. PubMed ID: 12228102
    [TBL] [Abstract][Full Text] [Related]  

  • 36. Introductory biology courses: a framework to support active learning in large enrollment introductory science courses.
    Smith AC; Stewart R; Shields P; Hayes-Klosteridis J; Robinson P; Yuan R
    Cell Biol Educ; 2005; 4(2):143-56. PubMed ID: 15917873
    [TBL] [Abstract][Full Text] [Related]  

  • 37. 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]  

  • 38. Does reality meet expectations? An analysis of medical students' expectations and perceived learning during mandatory research projects.
    Möller R; Shoshan M
    BMC Med Educ; 2019 Mar; 19(1):93. PubMed ID: 30925877
    [TBL] [Abstract][Full Text] [Related]  

  • 39. Teaching how to prepare a manuscript by means of rewriting published scientific papers.
    Tomaska L
    Genetics; 2007 Jan; 175(1):17-20. PubMed ID: 17110479
    [TBL] [Abstract][Full Text] [Related]  

  • 40. Arts-based learning in medical education: the students' perspective.
    de la Croix A; Rose C; Wildig E; Willson S
    Med Educ; 2011 Nov; 45(11):1090-100. PubMed ID: 21988624
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 20.