269 related articles for article (PubMed ID: 22807426)
1. Reflective writing as a tool for assessing teamwork in bioscience: insights into student performance and understanding of teamwork.
Mayne L
Biochem Mol Biol Educ; 2012 Jul; 40(4):234-40. PubMed ID: 22807426
[TBL] [Abstract][Full Text] [Related]
2. Generic skills in medical education: developing the tools for successful lifelong learning.
Murdoch-Eaton D; Whittle S
Med Educ; 2012 Jan; 46(1):120-8. PubMed ID: 22150203
[TBL] [Abstract][Full Text] [Related]
3. Leadership curriculum in undergraduate medical education: a study of student and faculty perspectives.
Varkey P; Peloquin J; Reed D; Lindor K; Harris I
Med Teach; 2009 Mar; 31(3):244-50. PubMed ID: 18825566
[TBL] [Abstract][Full Text] [Related]
4. "A memorable consultation": writing reflective accounts articulates students' learning in general practice.
Svenberg K; Wahlqvist M; Mattsson B
Scand J Prim Health Care; 2007 Jun; 25(2):75-9. PubMed ID: 17497483
[TBL] [Abstract][Full Text] [Related]
5. Facing uncertainty as a medical student--a qualitative study of their reflective learning diaries and writings on specific themes during the first clinical year.
Nevalainen MK; Mantyranta T; Pitkala KH
Patient Educ Couns; 2010 Feb; 78(2):218-23. PubMed ID: 19767167
[TBL] [Abstract][Full Text] [Related]
6. Motivating medical students to learn teamwork skills.
Aarnio M; Nieminen J; Pyörälä E; Lindblom-Ylänne S
Med Teach; 2010; 32(4):e199-204. PubMed ID: 20353320
[TBL] [Abstract][Full Text] [Related]
7. Writing throughout the biochemistry curriculum: Synergistic inquiry-based writing projects for biochemistry students.
Mertz P; Streu C
Biochem Mol Biol Educ; 2015; 43(6):408-16. PubMed ID: 26443683
[TBL] [Abstract][Full Text] [Related]
8. Undergraduate medical education for the 21st century: leadership and teamwork.
O'Connell MT; Pascoe JM
Fam Med; 2004 Jan; 36 Suppl():S51-6. PubMed ID: 14961403
[TBL] [Abstract][Full Text] [Related]
9. Development and evaluation of a 3-day patient safety curriculum to advance knowledge, self-efficacy and system thinking among medical students.
Aboumatar HJ; Thompson D; Wu A; Dawson P; Colbert J; Marsteller J; Kent P; Lubomski LH; Paine L; Pronovost P
BMJ Qual Saf; 2012 May; 21(5):416-22. PubMed ID: 22421912
[TBL] [Abstract][Full Text] [Related]
10. A leadership program in an undergraduate nursing course in Western Australia: building leaders in our midst.
Hendricks JM; Cope VC; Harris M
Nurse Educ Today; 2010 Apr; 30(3):252-7. PubMed ID: 20097457
[TBL] [Abstract][Full Text] [Related]
11. Preparing for the workplace: fostering generic attributes in allied health education programs.
Higgs J; Hunt A
J Allied Health; 1999; 28(4):230-6; discussion 237-9. PubMed ID: 10614556
[TBL] [Abstract][Full Text] [Related]
12. Using information contained in the curriculum management information tool (CurrMIT) to capture opportunities for student learning and development.
Cottrell S; Linger B; Shumway J
Med Teach; 2004 Aug; 26(5):423-7. PubMed ID: 15369882
[TBL] [Abstract][Full Text] [Related]
13. Arts-based learning in medical education: the students' perspective.
de la Croix A; Rose C; Wildig E; Willson S
Med Educ; 2011 Nov; 45(11):1090-100. PubMed ID: 21988624
[TBL] [Abstract][Full Text] [Related]
14. Integration of geriatrics into a spiral undergraduate medical curriculum in Pakistan: evaluation and feedback of third-year medical students.
Sabzwari SR; Bhanji S; Zuberi RW
Educ Health (Abingdon); 2011 Dec; 24(3):622. PubMed ID: 22267358
[TBL] [Abstract][Full Text] [Related]
15. A curricular approach to improve the information literacy and academic writing skills of part-time post-registration nursing students in Hong Kong.
Tarrant M; Dodgson JE; Law BV
Nurse Educ Today; 2008 May; 28(4):458-68. PubMed ID: 17826873
[TBL] [Abstract][Full Text] [Related]
16. Reflection in/and writing: pedagogy and practice in medical education.
Wear D; Zarconi J; Garden R; Jones T
Acad Med; 2012 May; 87(5):603-9. PubMed ID: 22450174
[TBL] [Abstract][Full Text] [Related]
17. 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]
18. The utility of reflective writing after a palliative care experience: can we assess medical students' professionalism?
Braun UK; Gill AC; Teal CR; Morrison LJ
J Palliat Med; 2013 Nov; 16(11):1342-9. PubMed ID: 23937062
[TBL] [Abstract][Full Text] [Related]
19. AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician.
Shumway JM; Harden RM;
Med Teach; 2003 Nov; 25(6):569-84. PubMed ID: 15369904
[TBL] [Abstract][Full Text] [Related]
20. Begin the BEGAN (The Brown Educational Guide to the Analysis of Narrative) - a framework for enhancing educational impact of faculty feedback to students' reflective writing.
Reis SP; Wald HS; Monroe AD; Borkan JM
Patient Educ Couns; 2010 Aug; 80(2):253-9. PubMed ID: 20056370
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]