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 *

102 related articles for article (PubMed ID: 24289226)

  • 1. Exploring cultural differences in feedback processes and perceived instructiveness during clerkships: replicating a Dutch study in Indonesia.
    Suhoyo Y; van Hell EA; Prihatiningsih TS; Kuks JB; Cohen-Schotanus J
    Med Teach; 2014 Mar; 36(3):223-9. PubMed ID: 24289226
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Instructiveness of feedback during clerkships: influence of supervisor, observation and student initiative.
    Van Hell EA; Kuks JB; Raat AN; Van Lohuizen MT; Cohen-Schotanus J
    Med Teach; 2009 Jan; 31(1):45-50. PubMed ID: 18825544
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Influence of feedback characteristics on perceived learning value of feedback in clerkships: does culture matter?
    Suhoyo Y; Van Hell EA; Kerdijk W; Emilia O; Schönrock-Adema J; Kuks JB; Cohen-Schotanus J
    BMC Med Educ; 2017 Apr; 17(1):69. PubMed ID: 28381280
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Meeting international standards: a cultural approach in implementing the mini-CEX effectively in Indonesian clerkships.
    Suhoyo Y; Schönrock-Adema J; Rahayu GR; Kuks JB; Cohen-Schotanus J
    Med Teach; 2014 Oct; 36(10):894-902. PubMed ID: 25180877
    [TBL] [Abstract][Full Text] [Related]  

  • 5. How students and specialists appreciate the mini-clinical evaluation exercise (mini-CEX) in Indonesian clerkships.
    Suhoyo Y; Schönrock-Adema J; Emilia O; Kuks JBM; Cohen-Schotanus J
    BMC Med Educ; 2020 May; 20(1):144. PubMed ID: 32384888
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Implementing feedback cards in core clerkships.
    Kogan JR; Shea JA
    Med Educ; 2008 Nov; 42(11):1071-9. PubMed ID: 19141009
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Transition to clinical training: influence of pre-clinical knowledge and skills, and consequences for clinical performance.
    van Hell EA; Kuks JB; Schönrock-Adema J; van Lohuizen MT; Cohen-Schotanus J
    Med Educ; 2008 Aug; 42(8):830-7. PubMed ID: 18564098
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Student diversity at Erasmus Medical Centre Rotterdam: does it make any difference?
    Selleger VJ; Bonke B; Leeman YA
    Med Teach; 2006 Aug; 28(5):e142-8. PubMed ID: 16973449
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Instructiveness of real patients and simulated patients in undergraduate medical education: a randomized experiment.
    Bokken L; Rethans JJ; Jöbsis Q; Duvivier R; Scherpbier A; van der Vleuten C
    Acad Med; 2010 Jan; 85(1):148-54. PubMed ID: 20042841
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Clarifying students' feedback-seeking behaviour in clinical clerkships.
    Bok HG; Teunissen PW; Spruijt A; Fokkema JP; van Beukelen P; Jaarsma DA; van der Vleuten CP
    Med Educ; 2013 Mar; 47(3):282-91. PubMed ID: 23398014
    [TBL] [Abstract][Full Text] [Related]  

  • 11. The impact of two clinical shift allocation models on student experiences in an emergency medicine clerkship.
    Bernard AW; Kman NE; Way DP; Khandelwal S
    Teach Learn Med; 2012; 24(3):194-9. PubMed ID: 22775781
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Perceptions of evaluation in longitudinal versus traditional clerkships.
    Mazotti L; O'Brien B; Tong L; Hauer KE
    Med Educ; 2011 May; 45(5):464-70. PubMed ID: 21486322
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Outcomes of different clerkship models: longitudinal integrated, hybrid, and block.
    Teherani A; Irby DM; Loeser H
    Acad Med; 2013 Jan; 88(1):35-43. PubMed ID: 23165275
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Team-based assessment of medical students in a clinical clerkship is feasible and acceptable.
    Sharma N; Cui Y; Leighton JP; White JS
    Med Teach; 2012; 34(7):555-61. PubMed ID: 22746962
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Alternating skills training and clerkships to ease the transition from preclinical to clinical training.
    Van Hell EA; Kuks JB; Borleffs JC; Cohen-Schotanus J
    Med Teach; 2011; 33(12):e689-96. PubMed ID: 22225452
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Bridging the gap: How is integrating communication skills with medical content throughout the curriculum valued by students?
    van Weel-Baumgarten E; Bolhuis S; Rosenbaum M; Silverman J
    Patient Educ Couns; 2013 Feb; 90(2):177-83. PubMed ID: 23273436
    [TBL] [Abstract][Full Text] [Related]  

  • 17. "How am I doing?" Teaching medical students to elicit feedback during their clerkships.
    Milan FB; Dyche L; Fletcher J
    Med Teach; 2011; 33(11):904-10. PubMed ID: 22022901
    [TBL] [Abstract][Full Text] [Related]  

  • 18. When the evaluated becomes evaluator: what can we learn from students' experiences during clerkships?
    Gerbase MW; Germond M; Nendaz MR; Vu NV
    Acad Med; 2009 Jul; 84(7):877-85. PubMed ID: 19550181
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Student perceptions of assessment and feedback in longitudinal integrated clerkships.
    Bates J; Konkin J; Suddards C; Dobson S; Pratt D
    Med Educ; 2013 Apr; 47(4):362-74. PubMed ID: 23488756
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Medical Students' and Residents' preferred site characteristics and preceptor behaviours for learning in the ambulatory setting: a cross-sectional survey.
    Schultz KW; Kirby J; Delva D; Godwin M; Verma S; Birtwhistle R; Knapper C; Seguin R
    BMC Med Educ; 2004 Aug; 4():12. PubMed ID: 15298710
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 6.