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: 21134186)

  • 1. The case for basic sciences in the undergraduate curriculum.
    Smith K
    Clin Teach; 2010 Sep; 7(3):211-4. PubMed ID: 21134186
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Back to the basic sciences: an innovative approach to teaching senior medical students how best to integrate basic science and clinical medicine.
    Spencer AL; Brosenitsch T; Levine AS; Kanter SL
    Acad Med; 2008 Jul; 83(7):662-9. PubMed ID: 18580085
    [TBL] [Abstract][Full Text] [Related]  

  • 3. On the role of biomedical knowledge in the acquisition of clinical knowledge.
    Schauber SK; Hecht M; Nouns ZM; Dettmer S
    Med Educ; 2013 Dec; 47(12):1223-35. PubMed ID: 24206156
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Reforming medical education in ethics and humanities by finding common ground with Abraham Flexner.
    Doukas DJ; McCullough LB; Wear S
    Acad Med; 2010 Feb; 85(2):318-23. PubMed ID: 20107362
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Flexner at 100: a brief view from Oxford.
    Fleming KA
    Perspect Biol Med; 2011; 54(1):24-9. PubMed ID: 21399380
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Implementation of Integrated Learning Program in neurosciences during first year of traditional medical course: perception of students and faculty.
    Ghosh S; Pandya HV
    BMC Med Educ; 2008 Sep; 8():44. PubMed ID: 18811978
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Impact on knowledge acquisition of the transition from a conventional to an integrated contextual medical curriculum.
    Van der Veken J; Valcke M; De Maeseneer J; Schuwirth L; Derese A
    Med Educ; 2009 Jul; 43(7):704-13. PubMed ID: 19573195
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Development of knowledge in basic sciences: a comparison of two medical curricula.
    Nouns Z; Schauber S; Witt C; Kingreen H; Schüttpelz-Brauns K
    Med Educ; 2012 Dec; 46(12):1206-14. PubMed ID: 23171263
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Evolutionary biology: a basic science for medicine in the 21st century.
    Perlman RL
    Perspect Biol Med; 2011; 54(1):75-88. PubMed ID: 21399386
    [TBL] [Abstract][Full Text] [Related]  

  • 10. The challenge for basic science education in problem-based medical curricula.
    Sweeney G
    Clin Invest Med; 1999 Feb; 22(1):15-22. PubMed ID: 10079991
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Building a competency-based curriculum: the agony and the ecstasy.
    Albanese MA; Mejicano G; Anderson WM; Gruppen L
    Adv Health Sci Educ Theory Pract; 2010 Aug; 15(3):439-54. PubMed ID: 18481188
    [TBL] [Abstract][Full Text] [Related]  

  • 12. The hidden curriculum: are medical students adequately prepared for life on the wards?
    Lad M; Webber M
    Med Teach; 2013 Sep; 35(9):788. PubMed ID: 23968319
    [No Abstract]   [Full Text] [Related]  

  • 13. Critical orientations for humanising health sciences education in South Africa.
    Pentecost M; Gerber B; Wainwright M; Cousins T
    Med Humanit; 2018 Dec; 44(4):221-229. PubMed ID: 30482814
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Effects of a revised preclinical curriculum on students' perceptions of their cognitive behaviors, attitudes to social issues in medicine, and the learning environment.
    Schwartz PL; Loten EG
    Teach Learn Med; 2003; 15(2):76-83. PubMed ID: 12708063
    [TBL] [Abstract][Full Text] [Related]  

  • 15. 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]  

  • 16. How clinical communication has become a core part of medical education in the UK.
    Brown J
    Med Educ; 2008 Mar; 42(3):271-8. PubMed ID: 18275414
    [TBL] [Abstract][Full Text] [Related]  

  • 17. [Renewed medical education in Linkoping. Problem-based learning, basic science and public health intensified].
    Bergdahl B; Eintrei C; Fyrenius A; Hultman P; Theodorsson E
    Lakartidningen; 2005 Sep 19-25; 102(38):2654-8. PubMed ID: 16235619
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Flexner revisited: the role and value of the basic sciences in medical education.
    Finnerty EP; Chauvin S; Bonaminio G; Andrews M; Carroll RG; Pangaro LN
    Acad Med; 2010 Feb; 85(2):349-55. PubMed ID: 20107367
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Toward an aesthetic medicine: developing a core medical humanities undergraduate curriculum.
    Bleakley A; Marshall R; Brömer R
    J Med Humanit; 2006; 27(4):197-213. PubMed ID: 17096192
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Graduates from a reformed undergraduate medical curriculum based on Tomorrow's Doctors evaluate the effectiveness of their curriculum 6 years after graduation through interviews.
    Watmough SD; O'Sullivan H; Taylor DC
    BMC Med Educ; 2010 Sep; 10():65. PubMed ID: 20920263
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 9.