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 *

180 related articles for article (PubMed ID: 16441326)

  • 1. To be and to have a critical friend in medical teaching.
    Dahlgren LO; Eriksson BE; Gyllenhammar H; Korkeila M; Sääf-Rothoff A; Wernerson A; Seeberger A
    Med Educ; 2006 Jan; 40(1):72-8. PubMed ID: 16441326
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Development of a framework of medical undergraduate teaching activities.
    Ross MT; Stenfors-Hayes T
    Med Educ; 2008 Sep; 42(9):915-22. PubMed ID: 18715489
    [TBL] [Abstract][Full Text] [Related]  

  • 3. An analysis of clinical teacher behaviour in a nursing practicum in Taiwan.
    Hsu LL
    J Clin Nurs; 2006 May; 15(5):619-28. PubMed ID: 16629971
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Change in knowledge and skills of Year 3 undergraduates in evidence-based medicine seminars.
    Weberschock TB; Ginn TC; Reinhold J; Strametz R; Krug D; Bergold M; Schulze J
    Med Educ; 2005 Jul; 39(7):665-71. PubMed ID: 15960786
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Describing clinical teachers' characteristics and behaviours using critical incidents and repertory grids.
    Chitsabesan P; Corbett S; Walker L; Spencer J; Barton JR
    Med Educ; 2006 Jul; 40(7):645-53. PubMed ID: 16836537
    [TBL] [Abstract][Full Text] [Related]  

  • 6. The development of medical teachers: an enquiry into the learning histories of 10 experienced medical teachers.
    MacDougall J; Drummond MJ
    Med Educ; 2005 Dec; 39(12):1213-20. PubMed ID: 16313580
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Physician-teacher characteristics associated with learner-centered teaching skills.
    Menachery EP; Wright SM; Howell EE; Knight AM
    Med Teach; 2008 Jun; 30(5):e137-44. PubMed ID: 18576184
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Mapping the work-based learning of novice teachers: charting some rich terrain.
    Cook V
    Med Teach; 2009 Dec; 31(12):e608-14. PubMed ID: 19995163
    [TBL] [Abstract][Full Text] [Related]  

  • 9. The teaching alliance: a perspective on the good teacher and effective learning.
    Ursano AM; Kartheiser PH; Ursano RJ
    Psychiatry; 2007; 70(3):187-94. PubMed ID: 17937516
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Does feedback matter? Practice-based learning for medical students after a multi-institutional clinical performance examination.
    Srinivasan M; Hauer KE; Der-Martirosian C; Wilkes M; Gesundheit N
    Med Educ; 2007 Sep; 41(9):857-65. PubMed ID: 17727526
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Computer-aided vs. tutor-delivered teaching of exposure therapy for phobia/panic: randomized controlled trial with pre-registration nursing students.
    Gega L; Norman IJ; Marks IM
    Int J Nurs Stud; 2007 Mar; 44(3):397-405. PubMed ID: 16631177
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Student's perceptions of effective clinical teaching revisited.
    Kelly C
    Nurse Educ Today; 2007 Nov; 27(8):885-92. PubMed ID: 17321013
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Evaluation of different delivery modes of an interactive e-learning programme for teaching cultural diversity.
    Hawthorne K; Prout H; Kinnersley P; Houston H
    Patient Educ Couns; 2009 Jan; 74(1):5-11. PubMed ID: 18950978
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Peer group reflection helps clinical teachers to critically reflect on their teaching.
    Boerboom TB; Jaarsma D; Dolmans DH; Scherpbier AJ; Mastenbroek NJ; Van Beukelen P
    Med Teach; 2011; 33(11):e615-23. PubMed ID: 22022915
    [TBL] [Abstract][Full Text] [Related]  

  • 15. A comparison of two methods of teaching reflective ability in Year 3 medical students.
    Aronson L; Niehaus B; Hill-Sakurai L; Lai C; O'Sullivan PS
    Med Educ; 2012 Aug; 46(8):807-14. PubMed ID: 22803758
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Student views on the effective teaching of physical examination skills: a qualitative study.
    Martens MJ; Duvivier RJ; van Dalen J; Verwijnen GM; Scherpbier AJ; van der Vleuten CP
    Med Educ; 2009 Feb; 43(2):184-91. PubMed ID: 19161490
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Does teaching style matter? A randomised trial of group discussion versus lectures in orthopaedic undergraduate teaching.
    Costa ML; van Rensburg L; Rushton N
    Med Educ; 2007 Feb; 41(2):214-7. PubMed ID: 17269956
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Verbal feedback from an expert is more effective than self-accessed feedback about motion efficiency in learning new surgical skills.
    Porte MC; Xeroulis G; Reznick RK; Dubrowski A
    Am J Surg; 2007 Jan; 193(1):105-10. PubMed ID: 17188099
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Short-term outcomes and long-term impact of a programme in medical education for medical students.
    Andreatta PB; Hillard ML; Murphy MA; Gruppen LD; Mullan PB
    Med Educ; 2009 Mar; 43(3):260-7. PubMed ID: 19250353
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Teaching critical-thinking skills through group-based learning.
    Kowalczyk N; Leggett TD
    Radiol Technol; 2005; 77(1):24-31. PubMed ID: 16218019
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 9.