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 *

227 related articles for article (PubMed ID: 1585134)

  • 1. The new medical education at the Faculty of Health Sciences, Linköping University--a challenge for both students and teachers.
    Areskog NH
    Scand J Soc Med; 1992 Mar; 20(1):1-4. PubMed ID: 1585134
    [TBL] [Abstract][Full Text] [Related]  

  • 2. A student's analysis of the Moi University-Linköping University exchange programme.
    Mwenda AS
    Educ Health (Abingdon); 2012 Nov; 25(2):111-5. PubMed ID: 23823594
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Evolution of the New Pathway curriculum at Harvard Medical School: the new integrated curriculum.
    Dienstag JL
    Perspect Biol Med; 2011; 54(1):36-54. PubMed ID: 21399382
    [TBL] [Abstract][Full Text] [Related]  

  • 4. The Doctor of Medicine curriculum review at the School of Medicine, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania: a tracer study report from 2009.
    Mwakigonja AR
    BMC Med Educ; 2016 Aug; 16(1):223. PubMed ID: 27562327
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Medical education.
    Krishnan P
    Health Millions; 1992; 18(1-2):42-4. PubMed ID: 12343653
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Attitudes among students and teachers on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum.
    Brynhildsen J; Dahle LO; Behrbohm Fallsberg M; Rundquist I; Hammar M
    Med Teach; 2002 May; 24(3):286-8. PubMed ID: 12098415
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linköping, Sweden.
    Dahle LO; Brynhildsen J; Behrbohm Fallsberg M; Rundquist I; Hammar M
    Med Teach; 2002 May; 24(3):280-5. PubMed ID: 12098414
    [TBL] [Abstract][Full Text] [Related]  

  • 8. An innovative examination ending the medical curriculum.
    Hammar ML; Forsberg PM; Loftås PI
    Med Educ; 1995 Nov; 29(6):452-7. PubMed ID: 8594411
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Short-term outcomes of a near-full PBL curriculum in a new Taiwan medical school.
    Tsou KI; Cho SL; Lin CS; Sy LB; Yang LK; Chou TY; Chiang HS
    Kaohsiung J Med Sci; 2009 May; 25(5):282-93. PubMed ID: 19502151
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Problem-based medical education in general practice: experience from Linköping, Sweden.
    Foldevi M; Sommansson G; Trell E
    Br J Gen Pract; 1994 Oct; 44(387):473-6. PubMed ID: 7748637
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Role of a medical students' association in improving the curriculum at a faculty of health sciences.
    Toker A; Urkin J; Bloch Y
    Med Teach; 2002 Nov; 24(6):634-6. PubMed ID: 12623458
    [TBL] [Abstract][Full Text] [Related]  

  • 12. How do medical students navigate the interplay of explicit curricula, implicit curricula, and extracurricula to learn curricular objectives?
    Balmer DF; Hall E; Fink M; Richards BF
    Acad Med; 2013 Aug; 88(8):1135-41. PubMed ID: 23807112
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Problem-based medical education: development of a theoretical foundation and a science-based professional attitude.
    Dahle LO; Forsberg P; Svanberg-Hård H; Wyon Y; Hammar M
    Med Educ; 1997 Nov; 31(6):416-24. PubMed ID: 9463643
    [TBL] [Abstract][Full Text] [Related]  

  • 14. [Diagnosis on the unique curriculum of the medical career at the National University of Mexico].
    Guevara Guzmán R; Urrutia Aguilar ME
    Gac Med Mex; 2011; 147(2):137-42. PubMed ID: 21527968
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Strategies for improving teaching practices: a comprehensive approach to faculty development.
    Wilkerson L; Irby DM
    Acad Med; 1998 Apr; 73(4):387-96. PubMed ID: 9580715
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Multiprofessional education in the medical curriculum.
    Wahlström O; Sandén I; Hammar M
    Med Educ; 1997 Nov; 31(6):425-9. PubMed ID: 9463644
    [TBL] [Abstract][Full Text] [Related]  

  • 17. [Assessment of a newly-implemented blended teaching of intensive care and emergency medicine at Paris-Diderot University].
    Vodovar D; Ricard JD; Zafrani L; Weiss E; Desrentes E; Roux D
    Rev Med Interne; 2020 Jun; 41(6):368-374. PubMed ID: 32008801
    [TBL] [Abstract][Full Text] [Related]  

  • 18. How do Swiss medical schools prepare their students to become good communicators in their future professional careers: a questionnaire and interview study involving medical graduates, teachers and curriculum coordinators.
    Junod Perron N; Klöckner Cronauer C; Hautz SC; Schnabel KP; Breckwoldt J; Monti M; Huwendiek S; Feller S
    BMC Med Educ; 2018 Nov; 18(1):285. PubMed ID: 30497471
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Developing service-based teaching in health education for medical students.
    Brieger WR
    Health Educ Monogr; 1978; 6(4):345-58. PubMed ID: 299607
    [TBL] [Abstract][Full Text] [Related]  

  • 20. A graduating medical school class evaluates their educational experience.
    Julian TM
    WMJ; 1998 Feb; 97(2):56-62. PubMed ID: 9504033
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 12.