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 *

231 related articles for article (PubMed ID: 18580082)

  • 1. A conceptual framework for the use of illness narratives in medical education.
    Kumagai AK
    Acad Med; 2008 Jul; 83(7):653-8. PubMed ID: 18580082
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Persistent influence of a narrative educational program on physician attitudes regarding patient care.
    Stojan JN; Sun EY; Kumagai AK
    Med Teach; 2019 Jan; 41(1):53-60. PubMed ID: 29490528
    [TBL] [Abstract][Full Text] [Related]  

  • 3. [Can narrative medicine be an answer to patient physician relationship teaching according to students' demand in medical education curricula?].
    Goupy F; Abgrall-Barbry G; Aslangul E; Chahwakilian A; Delaitre D; Girard T; Lassaunière JM; Roche N; Szwebel TA; Dantchev N; Triadou P; Le Jeunne C
    Presse Med; 2013 Jan; 42(1):e1-8. PubMed ID: 23183164
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Reflective student narratives: honing professionalism and empathy.
    Dhaliwal U; Singh S; Singh N
    Indian J Med Ethics; 2018; 3(1):9-15. PubMed ID: 28803221
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Development of a checklist to validate the framework of a narrative medicine program based on Gagne's instructional design model in Iran through consensus of a multidisciplinary expert panel.
    Daryazadeh S; Yamani N; Adibi P
    J Educ Eval Health Prof; 2019; 16():34. PubMed ID: 31805625
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Teaching Patient- and Family-Centered Care: Integrating Shared Humanity into Medical Education Curricula.
    Parent K; Jones K; Phillips L; Stojan JN; House JB
    AMA J Ethics; 2016 Jan; 18(1):24-32. PubMed ID: 26854633
    [No Abstract]   [Full Text] [Related]  

  • 7. Transforming Preprofessional Health Education Through Relationship-Centered Care and Narrative Medicine.
    Weiss T; Swede MJ
    Teach Learn Med; 2019; 31(2):222-233. PubMed ID: 27141931
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Personal illness narratives: using reflective writing to teach empathy.
    DasGupta S; Charon R
    Acad Med; 2004 Apr; 79(4):351-6. PubMed ID: 15044169
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Diabetes stories: use of patient narratives of diabetes to teach patient-centered care.
    Kumagai AK; Murphy EA; Ross PT
    Adv Health Sci Educ Theory Pract; 2009 Aug; 14(3):315-26. PubMed ID: 18516695
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Do Gold Humanism Honor Society Inductees Differ From Their Peers in Empathy, Patient-Centeredness, Tolerance of Ambiguity, Coping Style, and Perception of the Learning Environment?
    Gaufberg E; Dunham L; Krupat E; Stansfield B; Christianson C; Skochelak S
    Teach Learn Med; 2018; 30(3):284-293. PubMed ID: 29364745
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Linking the Heart and the Head: Humanism and Professionalism in Medical Education and Practice.
    Montgomery L; Loue S; Stange KC
    Fam Med; 2017 May; 49(5):378-383. PubMed ID: 28535319
    [TBL] [Abstract][Full Text] [Related]  

  • 12. A guiding framework to maximise the power of the arts in medical education: a systematic review and metasynthesis.
    Haidet P; Jarecke J; Adams NE; Stuckey HL; Green MJ; Shapiro D; Teal CR; Wolpaw DR
    Med Educ; 2016 Mar; 50(3):320-31. PubMed ID: 26896017
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Twelve tips on teaching and learning humanism in medical education.
    Cohen LG; Sherif YA
    Med Teach; 2014 Aug; 36(8):680-4. PubMed ID: 24965585
    [TBL] [Abstract][Full Text] [Related]  

  • 14. The professionalism movement: can we pause?
    Wear D; Kuczewski MG
    Am J Bioeth; 2004; 4(2):1-10. PubMed ID: 15186664
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Introducing reflective narrative for first-year medical students to promote empathy as an integral part of physiology curriculum.
    D S; Anto T; Tv S
    Adv Physiol Educ; 2021 Jun; 45(2):207-216. PubMed ID: 33825516
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Transformative learning: empathy and multicultural awareness in podiatric medical education.
    Elliott CM; Toomey RJ; Goodman BA; Barbosa P
    J Am Podiatr Med Assoc; 2012; 102(1):39-46. PubMed ID: 22232320
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Being skeptical about the medical humanities.
    Rogers J
    J Med Humanit; 1995; 16(4):265-77. PubMed ID: 11654209
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Harnessing the medical humanities for experiential learning.
    Singh S; Barua P; Dhaliwal U; Singh N
    Indian J Med Ethics; 2017; 2(3):147-152. PubMed ID: 28433961
    [TBL] [Abstract][Full Text] [Related]  

  • 19. See, reflect, learn more: qualitative analysis of breaking bad news reflective narratives.
    Karnieli-Miller O; Palombo M; Meitar D
    Med Educ; 2018 May; 52(5):497-512. PubMed ID: 29672937
    [TBL] [Abstract][Full Text] [Related]  

  • 20. What can we learn from narratives in medical education?
    Johna S; Woodward B; Patel S
    Perm J; 2014; 18(2):92-4. PubMed ID: 24867554
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 12.