BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

194 related articles for article (PubMed ID: 20528994)

  • 1. Impact of teaching and assessment format on electrocardiogram interpretation skills.
    Raupach T; Hanneforth N; Anders S; Pukrop T; Th J ten Cate O; Harendza S
    Med Educ; 2010 Jul; 44(7):731-40. PubMed ID: 20528994
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Summative assessments are more powerful drivers of student learning than resource intensive teaching formats.
    Raupach T; Brown J; Anders S; Hasenfuss G; Harendza S
    BMC Med; 2013 Mar; 11():61. PubMed ID: 23497243
    [TBL] [Abstract][Full Text] [Related]  

  • 3. How can we improve teaching of ECG interpretation skills? Findings from a prospective randomised trial.
    Raupach T; Harendza S; Anders S; Schuelper N; Brown J
    J Electrocardiol; 2016; 49(1):7-12. PubMed ID: 26615874
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Techniques for teaching electrocardiogram interpretation: self-directed learning is less effective than a workshop or lecture.
    Mahler SA; Wolcott CJ; Swoboda TK; Wang H; Arnold TC
    Med Educ; 2011 Apr; 45(4):347-53. PubMed ID: 21401682
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Effectiveness of blended learning versus lectures alone on ECG analysis and interpretation by medical students.
    Viljoen CA; Millar RS; Manning K; Burch VC
    BMC Med Educ; 2020 Dec; 20(1):488. PubMed ID: 33272253
    [TBL] [Abstract][Full Text] [Related]  

  • 6. E-learning and near-peer teaching in electrocardiogram education: a randomised trial.
    Davies A; Macleod R; Bennett-Britton I; McElnay P; Bakhbakhi D; Sansom J
    Clin Teach; 2016 Jun; 13(3):227-30. PubMed ID: 26135499
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Team Objective Structured Bedside Assessment (TOSBA) as formative assessment in undergraduate Obstetrics and Gynaecology: a cohort study.
    Deane RP; Joyce P; Murphy DJ
    BMC Med Educ; 2015 Oct; 15():172. PubMed ID: 26453191
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Using a structured clinical coaching program to improve clinical skills training and assessment, as well as teachers' and students' satisfaction.
    Régo P; Peterson R; Callaway L; Ward M; O'Brien C; Donald K
    Med Teach; 2009 Dec; 31(12):e586-95. PubMed ID: 19995160
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Team-based learning versus traditional didactic lectures in teaching clinical biochemistry at King Abdulaziz University; learning outcomes and student satisfaction.
    Alamoudi AA; Al Shawwa LA; Gad H; Tekian A
    Biochem Mol Biol Educ; 2021 Jul; 49(4):546-559. PubMed ID: 33729707
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students' Performance and Drive for Learning?
    Mogali SR; Rotgans JI; Rosby L; Ferenczi MA; Low Beer N
    Anat Sci Educ; 2020 Sep; 13(5):581-590. PubMed ID: 31733172
    [TBL] [Abstract][Full Text] [Related]  

  • 11. 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]  

  • 12. Formative student-authored question bank: perceptions, question quality and association with summative performance.
    Walsh JL; Harris BHL; Denny P; Smith P
    Postgrad Med J; 2018 Feb; 94(1108):97-103. PubMed ID: 28866607
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Electronic voting to encourage interactive lectures: a randomised trial.
    Duggan PM; Palmer E; Devitt P
    BMC Med Educ; 2007 Jul; 7():25. PubMed ID: 17655773
    [TBL] [Abstract][Full Text] [Related]  

  • 14. The acquisition and retention of ECG interpretation skills after a standardized web-based ECG tutorial-a randomised study.
    Rolskov Bojsen S; Räder SB; Holst AG; Kayser L; Ringsted C; Hastrup Svendsen J; Konge L
    BMC Med Educ; 2015 Mar; 15():36. PubMed ID: 25889642
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Educational Outcomes of Small-Group Discussion Versus Traditional Lecture Format in Dental Students' Learning and Skills Acquisition.
    Arias A; Scott R; Peters OA; McClain E; Gluskin AH
    J Dent Educ; 2016 Apr; 80(4):459-65. PubMed ID: 27037454
    [TBL] [Abstract][Full Text] [Related]  

  • 16. A comparison of unguided vs guided case-based instruction on the surgery clerkship.
    Adamas-Rappaport WJ; Waer AL; Teeple MK; Benjamin MA; Glazer ES; Sozanski J; Poskus D; Ong E
    J Surg Educ; 2013; 70(6):821-5. PubMed ID: 24209662
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Teaching feedback to first-year medical students: long-term skill retention and accuracy of student self-assessment.
    Kruidering-Hall M; O'Sullivan PS; Chou CL
    J Gen Intern Med; 2009 Jun; 24(6):721-6. PubMed ID: 19384559
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Friend or Foe? Flipped Classroom for Undergraduate Electrocardiogram Learning: a Randomized Controlled Study.
    Rui Z; Lian-Rui X; Rong-Zheng Y; Jing Z; Xue-Hong W; Chuan Z
    BMC Med Educ; 2017 Mar; 17(1):53. PubMed ID: 28270204
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Video-based, student tutor- versus faculty staff-led ultrasound course for medical students - a prospective randomized study.
    Eimer C; Duschek M; Jung AE; Zick G; Caliebe A; Lindner M; Weiler N; Elke G
    BMC Med Educ; 2020 Dec; 20(1):512. PubMed ID: 33327947
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Conveying practical clinical skills with the help of teaching associates-a randomised trial with focus on the long term learning retention.
    Hoefer SH; Sterz J; Bender B; Stefanescu MC; Theis M; Walcher F; Sader R; Ruesseler M
    BMC Med Educ; 2017 Mar; 17(1):65. PubMed ID: 28351359
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 10.