126 related articles for article (PubMed ID: 23232135)
1. Enriched educational speed dating: making education more 'nutritious'.
Danczak A
Educ Prim Care; 2012 Nov; 23(6):434-6. PubMed ID: 23232135
[No Abstract] [Full Text] [Related]
2. Reported use of role play by participants before and after a deanery masterclass.
Winstanley A
Educ Prim Care; 2012 May; 23(3):210-2. PubMed ID: 22762881
[No Abstract] [Full Text] [Related]
3. Teaching tips.
Gavriel J
Educ Prim Care; 2013 Sep; 24(5):374-6. PubMed ID: 24041103
[No Abstract] [Full Text] [Related]
4. A comparison of the learning experiences of full-time (FT) trainees and less than full-time (LTFT) trainees in general practice.
Rickard C; Smith T; Scallan S
Educ Prim Care; 2012 Nov; 23(6):399-403. PubMed ID: 23232131
[TBL] [Abstract][Full Text] [Related]
5. The Danish DYNAMOs: GP trainees engaged in the educational development and delivery of GP training.
Tulinius C; Jacobsen EB; Kallestrup P
Educ Prim Care; 2014 May; 25(3):171-5. PubMed ID: 25198477
[No Abstract] [Full Text] [Related]
6. Monitoring quality in GP training.
Donaghy F; Boylan O
Educ Prim Care; 2012 May; 23(3):208-9. PubMed ID: 22762880
[No Abstract] [Full Text] [Related]
7. Teaching of professionalism to GP trainees in Ireland.
Hayes P; Donovan BO
Educ Prim Care; 2012 Sep; 23(5):370. PubMed ID: 23182106
[No Abstract] [Full Text] [Related]
8. Group problems in problem-based learning.
Hendry GD; Ryan G; Harris J
Med Teach; 2003 Nov; 25(6):609-16. PubMed ID: 15369908
[TBL] [Abstract][Full Text] [Related]
9. The educational value of peer groups from a general practitioner perspective.
Lillis S
J Prim Health Care; 2011 Sep; 3(3):218-21. PubMed ID: 21892424
[TBL] [Abstract][Full Text] [Related]
10. [E-learning in medical education, graduate and continuing medical education. Status and prospects].
Fischer MR
Med Klin (Munich); 2003 Oct; 98(10):594-7. PubMed ID: 14586517
[No Abstract] [Full Text] [Related]
11. Decline in new medical graduates registered as general practitioners.
Playford D; May JA; Ngo H; Puddey IB
Med J Aust; 2020 May; 212(9):421-422. PubMed ID: 32207145
[No Abstract] [Full Text] [Related]
12. Practice-based small group learning: what are the motivations to become and continue as a facilitator? A qualitative study.
Cunningham D; McCalister P; Macvicar R
Qual Prim Care; 2011; 19(1):5-12. PubMed ID: 21703107
[TBL] [Abstract][Full Text] [Related]
13. Problem-based learning in sports medicine: the way forward or a backward step?
Franklyn-Miller A; Falvey E; McCrory P
Br J Sports Med; 2007 Oct; 41(10):623-4. PubMed ID: 17890712
[TBL] [Abstract][Full Text] [Related]
14. The use of a virtual learning environment in promoting virtual journal clubs and case-based discussions in trauma and orthopaedic postgraduate medical education: the Leicester experience.
Palan J; Roberts V; Bloch B; Kulkarni A; Bhowal B; Dias J
J Bone Joint Surg Br; 2012 Sep; 94(9):1170-5. PubMed ID: 22933486
[TBL] [Abstract][Full Text] [Related]
15. Problem-based learning for surgical trainees.
Beard JD; Robinson J; Smout J
Ann R Coll Surg Engl; 2002 Jul; 84(4):227-9. PubMed ID: 12215023
[TBL] [Abstract][Full Text] [Related]
16. Medical education and hard science.
McMenamin PG
Med J Aust; 2004 Nov; 181(9):518-9; author reply 519. PubMed ID: 15580692
[No Abstract] [Full Text] [Related]
17. Problem-based learning: future challenges for educational practice and research.
Dolmans DH; De Grave W; Wolfhagen IH; van der Vleuten CP
Med Educ; 2005 Jul; 39(7):732-41. PubMed ID: 15960794
[TBL] [Abstract][Full Text] [Related]
18. Leadership and management: a teaching framework.
Khanchandani R; Gillam S
Educ Prim Care; 2013 Jan; 24(1):69-72. PubMed ID: 23356768
[No Abstract] [Full Text] [Related]
19. Reflections of a hopeful trainer.
Davies S
Educ Prim Care; 2012 Sep; 23(5):371. PubMed ID: 23182107
[No Abstract] [Full Text] [Related]
20. Undergraduate curriculum reform in Saudi medical schools.
Elfaki EA
Saudi Med J; 2000 Oct; 21(10):988. PubMed ID: 11369974
[No Abstract] [Full Text] [Related]
[Next] [New Search]