BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

199 related articles for article (PubMed ID: 22013994)

  • 21. Implementation of the WHO-6-step method in the medical curriculum to improve pharmacology knowledge and pharmacotherapy skills.
    Keijsers CJ; Segers WS; de Wildt DJ; Brouwers JR; Keijsers L; Jansen PA
    Br J Clin Pharmacol; 2015 Jun; 79(6):896-906. PubMed ID: 25556708
    [TBL] [Abstract][Full Text] [Related]  

  • 22. Medical students perceive better group learning processes when large classes are made to seem small.
    Hommes J; Arah OA; de Grave W; Schuwirth LW; Scherpbier AJ; Bos GM
    PLoS One; 2014; 9(4):e93328. PubMed ID: 24736272
    [TBL] [Abstract][Full Text] [Related]  

  • 23. The impact of an interprofessional problem-based learning curriculum of clinical ethics on medical and nursing students' attitudes and ability of interprofessional collaboration: a pilot study.
    Lin YC; Chan TF; Lai CS; Chin CC; Chou FH; Lin HJ
    Kaohsiung J Med Sci; 2013 Sep; 29(9):505-11. PubMed ID: 24018155
    [TBL] [Abstract][Full Text] [Related]  

  • 24. Learning about gender on campus: an analysis of the hidden curriculum for medical students.
    Cheng LF; Yang HC
    Med Educ; 2015 Mar; 49(3):321-31. PubMed ID: 25693991
    [TBL] [Abstract][Full Text] [Related]  

  • 25. What impact does community service learning have on medical students' appreciation of population health?
    Essa-Hadad J; Murdoch-Eaton D; Rudolf MC
    Public Health; 2015 Nov; 129(11):1444-51. PubMed ID: 26112126
    [TBL] [Abstract][Full Text] [Related]  

  • 26. Have medical students' attitudes towards clinical communication skills changed over a 12- year period? A comparative long-term study.
    Gude T; Tyssen R; Anvik T; Grimstad H; Holen A; Baerheim A; Vaglum P; Løvseth L
    BMC Med Educ; 2020 Jan; 20(1):11. PubMed ID: 31924191
    [TBL] [Abstract][Full Text] [Related]  

  • 27. Influence of a veterinary curriculum on the approaches and study skills of veterinary medical students.
    Chigerwe M; Ilkiw JE; Boudreaux KA
    J Vet Med Educ; 2011; 38(4):384-94. PubMed ID: 22130414
    [TBL] [Abstract][Full Text] [Related]  

  • 28. Teaching post-mortem external examination in undergraduate medical education--the formal and the informal curriculum.
    Anders S; Fischer-Bruegge D; Fabian M; Raupach T; Petersen-Ewert C; Harendza S
    Forensic Sci Int; 2011 Jul; 210(1-3):87-90. PubMed ID: 21376489
    [TBL] [Abstract][Full Text] [Related]  

  • 29. Evaluation of a Novel Wellness Curriculum on Medical Student Wellbeing and Engagement Demonstrates a Need for Student-Driven Wellness Programming.
    Edmonds VS; Chatterjee K; Girardo ME; Butterfield RJ; Stonnington CM
    Teach Learn Med; 2023; 35(1):52-64. PubMed ID: 35107397
    [TBL] [Abstract][Full Text] [Related]  

  • 30. Crossborder curriculum partnerships: medical students' experiences on critical aspects.
    Waterval D; Frambach JM; Scott SM; Driessen EW; Scherpbier AJJA
    BMC Med Educ; 2018 Jun; 18(1):129. PubMed ID: 29879976
    [TBL] [Abstract][Full Text] [Related]  

  • 31. The hidden and informal curriculum across the continuum of training: A cross-sectional qualitative study.
    Doja A; Bould MD; Clarkin C; Eady K; Sutherland S; Writer H
    Med Teach; 2016; 38(4):410-8. PubMed ID: 26313608
    [TBL] [Abstract][Full Text] [Related]  

  • 32. Validation of a new study skills scale to provide an explanation for depressive symptoms among medical students.
    AlFaris E; Irfan F; AlSayyari S; AlDahlawi W; Almuhaideb S; Almehaidib A; Almoqati S; Ahmed AMA; Ponnamperuma G; AlMughthim M; Shaffi Ahamed S; Al Maflehi N; Vleuten CV
    PLoS One; 2018; 13(6):e0199037. PubMed ID: 29940010
    [TBL] [Abstract][Full Text] [Related]  

  • 33. Medical students and professionalism - Do the hidden curriculum and current role models fail our future doctors?
    Joynt GM; Wong WT; Ling L; Lee A
    Med Teach; 2018 Apr; 40(4):395-399. PubMed ID: 29268632
    [TBL] [Abstract][Full Text] [Related]  

  • 34. Globalization of problem-based learning (PBL): cross-cultural implications.
    Gwee MC
    Kaohsiung J Med Sci; 2008 Mar; 24(3 Suppl):S14-22. PubMed ID: 18364282
    [TBL] [Abstract][Full Text] [Related]  

  • 35. Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students.
    Azer SA; Eizenberg N
    Surg Radiol Anat; 2007 Mar; 29(2):173-80. PubMed ID: 17318286
    [TBL] [Abstract][Full Text] [Related]  

  • 36. Exploring challenges in implementing a health systems science curriculum: a qualitative analysis of student perceptions.
    Gonzalo JD; Haidet P; Blatt B; Wolpaw DR
    Med Educ; 2016 May; 50(5):523-31. PubMed ID: 27072441
    [TBL] [Abstract][Full Text] [Related]  

  • 37. Medical students' attitudes toward interactions with the pharmaceutical industry: a national survey in Japan.
    Saito S; Maeno T; Miyata Y; Maeno T
    BMC Med Educ; 2018 Dec; 18(1):286. PubMed ID: 30509273
    [TBL] [Abstract][Full Text] [Related]  

  • 38. Interactive peer-guided examination preparation course for second-year international full-time medical students: quantitative and qualitative evaluation.
    Huhn D; Al Halabi K; Alhalabi O; Armstrong C; Castell Morley A; Herzog W; Nikendei C
    GMS J Med Educ; 2018; 35(5):Doc57. PubMed ID: 30637321
    [No Abstract]   [Full Text] [Related]  

  • 39. Graduate entry and undergraduate medical students' study approaches, stress levels and ways of coping: a five year longitudinal study.
    Sandover S; Jonas-Dwyer D; Marr T
    BMC Med Educ; 2015 Jan; 15():5. PubMed ID: 25616440
    [TBL] [Abstract][Full Text] [Related]  

  • 40. Students' perceptions towards self-directed learning in Ethiopian medical schools with new innovative curriculum: a mixed-method study.
    Kidane HH; Roebertsen H; van der Vleuten CPM
    BMC Med Educ; 2020 Jan; 20(1):7. PubMed ID: 31914977
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 10.