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 *

282 related articles for article (PubMed ID: 25041665)

  • 21. Power in clinical teachers' discourses of a curriculum-in-action. Critical discourse analysis.
    Graham J; Dornan T
    Adv Health Sci Educ Theory Pract; 2013 Dec; 18(5):975-85. PubMed ID: 23283572
    [TBL] [Abstract][Full Text] [Related]  

  • 22. Teachers' perceptions of Twitter for professional development.
    Davis K
    Disabil Rehabil; 2015; 37(17):1551-8. PubMed ID: 26030199
    [TBL] [Abstract][Full Text] [Related]  

  • 23. Development of an instrument (the COLT) to measure conceptions on learning and teaching of teachers, in student-centred medical education.
    Jacobs JC; Van Luijk SJ; Van Berkel H; Van der Vleuten CP; Croiset G; Scheele F
    Med Teach; 2012; 34(7):e483-91. PubMed ID: 22746966
    [TBL] [Abstract][Full Text] [Related]  

  • 24. Treating 'AIDS blindness': a critical pedagogical approach to HIV education at tertiary level.
    Wood L; Rens J
    Afr J AIDS Res; 2014; 13(1):65-73. PubMed ID: 25174517
    [TBL] [Abstract][Full Text] [Related]  

  • 25. Medical teachers conceptualize a distinctive form of clinical knowledge.
    Barrett J; Yates L; McColl G
    Adv Health Sci Educ Theory Pract; 2015 May; 20(2):355-69. PubMed ID: 25052431
    [TBL] [Abstract][Full Text] [Related]  

  • 26. Clinical teachers' motivations for feedback provision in busy emergency departments: a multicentre qualitative study.
    Chaou CH; Yu SR; Ngerng RYL; Monrouxe LV; Chang LC; Chang YC
    Emerg Med J; 2021 Aug; 38(8):624-629. PubMed ID: 32847846
    [TBL] [Abstract][Full Text] [Related]  

  • 27. An evaluation of training of teachers in medical education in four medical schools of Nepal.
    Baral N; Paudel BH; Das BK; Aryal M; Das BP; Jha N; Lamsal M
    Nepal Med Coll J; 2007 Sep; 9(3):157-61. PubMed ID: 18092430
    [TBL] [Abstract][Full Text] [Related]  

  • 28. What motivates general practitioners to teach.
    Thomson J; Haesler E; Anderson K; Barnard A
    Clin Teach; 2014 Apr; 11(2):124-30. PubMed ID: 24629250
    [TBL] [Abstract][Full Text] [Related]  

  • 29. Sequencing learning experiences to engage different level learners in the workplace: An interview study with excellent clinical teachers.
    Chen HC; O'Sullivan P; Teherani A; Fogh S; Kobashi B; ten Cate O
    Med Teach; 2015; 37(12):1090-7. PubMed ID: 25693794
    [TBL] [Abstract][Full Text] [Related]  

  • 30. Experiences of medical teachers in flipped learning for medical students: a phenomenological study.
    Park KH; Park KH; Chae SJ
    Korean J Med Educ; 2018 Jun; 30(2):91-100. PubMed ID: 29860775
    [TBL] [Abstract][Full Text] [Related]  

  • 31. Teachers' conceptions of learning and teaching in student-centred medical curricula: the impact of context and personal characteristics.
    Jacobs JC; van Luijk SJ; van der Vleuten CP; Kusurkar RA; Croiset G; Scheele F
    BMC Med Educ; 2016 Sep; 16(1):244. PubMed ID: 27653777
    [TBL] [Abstract][Full Text] [Related]  

  • 32. How we developed a role-based portfolio for teachers' professional development.
    Pyörälä E
    Med Teach; 2014 Sep; 36(9):765-8. PubMed ID: 24527776
    [TBL] [Abstract][Full Text] [Related]  

  • 33. Patient selection for bedside teaching: inclusion and exclusion criteria used by teachers.
    Gierk B; Harendza S
    Med Educ; 2012 Feb; 46(2):228-33. PubMed ID: 22239336
    [TBL] [Abstract][Full Text] [Related]  

  • 34. Pedagogical strategies used in clinical medical education: an observational study.
    Nilsson MS; Pennbrant S; Pilhammar E; Wenestam CG
    BMC Med Educ; 2010 Jan; 10():9. PubMed ID: 20105340
    [TBL] [Abstract][Full Text] [Related]  

  • 35. How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59.
    Ten Cate TJ; Kusurkar RA; Williams GC
    Med Teach; 2011; 33(12):961-73. PubMed ID: 22225433
    [TBL] [Abstract][Full Text] [Related]  

  • 36. Teachers' ideas versus experts' descriptions of 'the good teacher' in postgraduate medical education: implications for implementation. A qualitative study.
    van Roermund TC; Tromp F; Scherpbier AJ; Bottema BJ; Bueving HJ
    BMC Med Educ; 2011 Jun; 11():42. PubMed ID: 21711507
    [TBL] [Abstract][Full Text] [Related]  

  • 37. Implementing medical teaching policy in university hospitals.
    Engbers R; Fluit CRMG; Bolhuis S; de Visser M; Laan RFJM
    Adv Health Sci Educ Theory Pract; 2017 Oct; 22(4):985-1009. PubMed ID: 27853908
    [TBL] [Abstract][Full Text] [Related]  

  • 38. The role of value orientations in curricular decision making: a rationale for teachers' goals and expectations.
    Ennis CD; Ross J; Chen A
    Res Q Exerc Sport; 1992 Mar; 63(1):38-47. PubMed ID: 1574660
    [TBL] [Abstract][Full Text] [Related]  

  • 39. From Cheerleader to Coach: The Developmental Progression of Bedside Teachers in Giving Feedback to Early Learners.
    Wenrich MD; Jackson MB; Maestas RR; Wolfhagen IH; Scherpbier AJ
    Acad Med; 2015 Nov; 90(11 Suppl):S91-7. PubMed ID: 26505108
    [TBL] [Abstract][Full Text] [Related]  

  • 40. The influence of structural and institutional change on teaching and culture in clinical settings: an exploratory study.
    Goldie J; Dowie A; Goldie A; Cotton P; Morrison J
    Med Teach; 2015 Feb; 37(2):189-95. PubMed ID: 25156502
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 15.