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 *

132 related articles for article (PubMed ID: 14984116)

  • 1. Does a new undergraduate curriculum based on Tomorrow's Doctors prepare house officers better for their first post? A qualitative study of the views of pre-registration house officers using critical incidents.
    O'Neill PA; Jones A; Willis SC; McArdle PJ
    Med Educ; 2003 Dec; 37(12):1100-8. PubMed ID: 14984116
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Can undergraduate education have an effect on the ways in which pre-registration house officers conceptualise communication?
    Willis SC; Jones A; O'Neill PA
    Med Educ; 2003 Jul; 37(7):603-8. PubMed ID: 12834417
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Educational supervisors evaluate the preparedness of graduates from a reformed UK curriculum to work as pre-registration house officers (PRHOs): a qualitative study.
    Watmough S; Taylor D; Garden A
    Med Educ; 2006 Oct; 40(10):995-1001. PubMed ID: 16987190
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Pre-registration house officers' views on studying under a reformed medical curriculum in the UK.
    Watmough S; Garden A; Taylor D
    Med Educ; 2006 Sep; 40(9):893-9. PubMed ID: 16925640
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Perceptions of how well graduates are prepared for the role of pre-registration house officer: a comparison of outcomes from a traditional and an integrated PBL curriculum.
    Jones A; McArdle PJ; O'Neill PA
    Med Educ; 2002 Jan; 36(1):16-25. PubMed ID: 11849520
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Does a new integrated PBL curriculum with specific communication skills classes produce Pre Registration House Officers (PRHOs) with improved communication skills?
    Watmough S; Garden A; Taylor D
    Med Teach; 2006 May; 28(3):264-9. PubMed ID: 16753726
    [TBL] [Abstract][Full Text] [Related]  

  • 7. How well prepared are graduates for the role of pre-registration house officer? A comparison of the perceptions of new graduates and educational supervisors.
    Jones A; McArdle PJ; O'Neill PA
    Med Educ; 2001 Jun; 35(6):578-84. PubMed ID: 11380861
    [TBL] [Abstract][Full Text] [Related]  

  • 8. A comparison of self-perceived competencies of traditional and reformed curriculum graduates 6 years after graduation.
    Watmough S; Cherry MG; O'sullivan H
    Med Teach; 2012; 34(7):562-8. PubMed ID: 22494079
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Graduates from a traditional medical curriculum evaluate the effectiveness of their medical curriculum through interviews.
    Watmough S; O'Sullivan H; Taylor D
    BMC Med Educ; 2009 Oct; 9():64. PubMed ID: 19857252
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Pre-registration rotations into general practice: the concerns of pre-registration house officers and the views of hospital consultants.
    Williams C; Cantillon P; Cochrane M
    Med Educ; 2000 Sep; 34(9):716-20. PubMed ID: 10972749
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Breaking bad news: experiences, views and difficulties of pre-registration house officers.
    Schildmann J; Cushing A; Doyal L; Vollmann J
    Palliat Med; 2005 Mar; 19(2):93-8. PubMed ID: 15810746
    [TBL] [Abstract][Full Text] [Related]  

  • 12. The doctor-patient relationship: from undergraduate assumptions to pre-registration reality.
    Williams C; Cantillon P; Cochrane M
    Med Educ; 2001 Aug; 35(8):743-7. PubMed ID: 11489101
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Making and sharing decisions about management with patients: the views and experiences of pre-registration house officers in general practice and hospital.
    Thistlethwaite JE
    Med Educ; 2002 Jan; 36(1):49-55. PubMed ID: 11849524
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Identifying core skills for the medical curriculum.
    Bax ND; Godfrey J
    Med Educ; 1997 Sep; 31(5):347-51. PubMed ID: 9488855
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Medical graduates' preparedness to practice: a comparison of undergraduate medical school training.
    Miles S; Kellett J; Leinster SJ
    BMC Med Educ; 2017 Feb; 17(1):33. PubMed ID: 28166769
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Graduates from a reformed undergraduate medical curriculum based on Tomorrow's Doctors evaluate the effectiveness of their curriculum 6 years after graduation through interviews.
    Watmough SD; O'Sullivan H; Taylor DC
    BMC Med Educ; 2010 Sep; 10():65. PubMed ID: 20920263
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Time to think? Questionnaire survey of pre-registration house officers' experiences of critical appraisal in the Mersey Deanery.
    Doran T; Maudsley G; Zakhour H
    Med Educ; 2007 May; 41(5):487-94. PubMed ID: 17470078
    [TBL] [Abstract][Full Text] [Related]  

  • 18. General competencies of problem-based learning (PBL) and non-PBL graduates.
    Prince KJ; van Eijs PW; Boshuizen HP; van der Vleuten CP; Scherpbier AJ
    Med Educ; 2005 Apr; 39(4):394-401. PubMed ID: 15813762
    [TBL] [Abstract][Full Text] [Related]  

  • 19. A qualitative study of the attitudes to teamwork of graduates from a traditional and an integrated undergraduate medical course.
    Willis S; Jones A; McArdle P; O'Neill PA
    Adv Health Sci Educ Theory Pract; 2003; 8(2):139-48. PubMed ID: 12913373
    [TBL] [Abstract][Full Text] [Related]  

  • 20. An evaluation of the impact of an increase in community-based medical undergraduate education in a UK medical school.
    Watmough S
    Educ Prim Care; 2012 Nov; 23(6):385-90. PubMed ID: 23232129
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 7.