BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

421 related articles for article (PubMed ID: 18452515)

  • 21. Learning from human cadaveric prosections: Examining anxiety in speech therapy students.
    Criado-Álvarez JJ; González González J; Romo Barrientos C; Ubeda-Bañon I; Saiz-Sanchez D; Flores-Cuadrado A; Albertos-Marco JC; Martinez-Marcos A; Mohedano-Moriano A
    Anat Sci Educ; 2017 Sep; 10(5):487-494. PubMed ID: 28472535
    [TBL] [Abstract][Full Text] [Related]  

  • 22. Attitudes and reactions of Arab medical students to the dissecting room.
    Abu-Hijleh MF; Hamdi NA; Moqattash ST; Harris PF; Heseltine GF
    Clin Anat; 1997; 10(4):272-8. PubMed ID: 9213046
    [TBL] [Abstract][Full Text] [Related]  

  • 23. Attitudes to cadaveric organ donation in Irish preclinical medical students.
    Cahill KC; Ettarh RR
    Anat Sci Educ; 2011; 4(4):195-9. PubMed ID: 21656917
    [TBL] [Abstract][Full Text] [Related]  

  • 24. The dead center of the dental curriculum: changing attitudes of dental students during dissection.
    Redwood CJ; Townsend GC
    J Dent Educ; 2011 Oct; 75(10):1333-44. PubMed ID: 22012777
    [TBL] [Abstract][Full Text] [Related]  

  • 25. What do students actually do during a dissection course? First steps towards understanding a complex learning experience.
    Winkelmann A; Hendrix S; Kiessling C
    Acad Med; 2007 Oct; 82(10):989-95. PubMed ID: 17895664
    [TBL] [Abstract][Full Text] [Related]  

  • 26. Students' evaluation on a two-stage anatomy curriculum.
    Leung KK; Lue BH; Lu KS; Huang TS
    Med Teach; 2006 Mar; 28(2):e59-63. PubMed ID: 16707286
    [TBL] [Abstract][Full Text] [Related]  

  • 27. Anxiety among Medical Students when Faced with the Practice of Anatomical Dissection.
    Romo Barrientos C; José Criado-Álvarez J; González-González J; Ubeda-Bañon I; Saiz-Sanchez D; Flores-Cuadrado A; Luis Martín-Conty J; Viñuela A; Martinez-Marcos A; Mohedano-Moriano A
    Anat Sci Educ; 2019 May; 12(3):300-309. PubMed ID: 30378293
    [TBL] [Abstract][Full Text] [Related]  

  • 28. Human gross anatomy: a crucial time to encourage respect and compassion in students.
    Weeks SE; Harris EE; Kinzey WG
    Clin Anat; 1995; 8(1):69-79. PubMed ID: 7697517
    [TBL] [Abstract][Full Text] [Related]  

  • 29. The gross anatomy course: an analysis of its importance.
    Böckers A; Jerg-Bretzke L; Lamp C; Brinkmann A; Traue HC; Böckers TM
    Anat Sci Educ; 2010; 3(1):3-11. PubMed ID: 20058224
    [TBL] [Abstract][Full Text] [Related]  

  • 30. Effects of a "silent mentor" initiation ceremony and dissection on medical students' humanity and learning.
    Chiou RJ; Tsai PF; Han DY
    BMC Res Notes; 2017 Sep; 10(1):483. PubMed ID: 28915916
    [TBL] [Abstract][Full Text] [Related]  

  • 31. Medical students' reactions to anatomic dissection and the phenomenon of cadaver naming.
    Williams AD; Greenwald EE; Soricelli RL; DePace DM
    Anat Sci Educ; 2014; 7(3):169-80. PubMed ID: 23913911
    [TBL] [Abstract][Full Text] [Related]  

  • 32. Teaching and learning moments: understanding our experiences in the gross lab.
    Slingsby BT
    Acad Med; 2008 Mar; 83(3):273. PubMed ID: 18316876
    [No Abstract]   [Full Text] [Related]  

  • 33. Emotional response of undergraduates to cadaver dissection.
    Wisenden PA; Budke KJ; Klemetson CJ; Kurtti TR; Patel CM; Schwantz TL; Wisenden BD
    Clin Anat; 2018 Mar; 31(2):224-230. PubMed ID: 28948647
    [TBL] [Abstract][Full Text] [Related]  

  • 34. The use of specially designed tasks to enhance student interest in the cadaver dissection laboratory.
    Kang SH; Shin JS; Hwang YI
    Anat Sci Educ; 2012; 5(2):76-82. PubMed ID: 22143981
    [TBL] [Abstract][Full Text] [Related]  

  • 35. Medical undergraduate students' beliefs and attitudes toward pain: how do they mature?
    Niemi-Murola L; Nieminen JT; Kalso E; Pöyhiä R
    Eur J Pain; 2007 Aug; 11(6):700-6. PubMed ID: 17258482
    [TBL] [Abstract][Full Text] [Related]  

  • 36. Privileged learning.
    Wagoner NE; Romero-O'Connell JM
    Anat Sci Educ; 2009; 2(1):47-8. PubMed ID: 19217069
    [TBL] [Abstract][Full Text] [Related]  

  • 37. Student responses to the gross anatomy laboratory in a medical curriculum.
    Dinsmore CE; Daugherty S; Zeitz HJ
    Clin Anat; 2001 May; 14(3):231-6. PubMed ID: 11301472
    [TBL] [Abstract][Full Text] [Related]  

  • 38. Audiovisual material as educational innovation strategy to reduce anxiety response in students of human anatomy.
    Casado MI; Castaño G; Arráez-Aybar LA
    Adv Health Sci Educ Theory Pract; 2012 Aug; 17(3):431-40. PubMed ID: 21678089
    [TBL] [Abstract][Full Text] [Related]  

  • 39. Ethical views, attitudes and reactions of Romanian medical students to the dissecting room.
    Bob MH; Popescu CA; Armean MS; Suciu SM; Buzoianu AD
    Rev Med Chir Soc Med Nat Iasi; 2014; 118(4):1078-85. PubMed ID: 25581973
    [TBL] [Abstract][Full Text] [Related]  

  • 40. On the risk of contracting AIDS at the dissection table.
    Ruggiero M; Galletti MP; Pacini S; Punzi T; Morucci G; Gulisano M
    Ital J Anat Embryol; 2009; 114(2-3):97-108. PubMed ID: 20198822
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 22.