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 *

178 related articles for article (PubMed ID: 26046118)

  • 21. Communication skills teaching for student dietitians using experiential learning and simulated patients.
    Knight A; Baldwin C; Reidlinger DP; Whelan K
    J Hum Nutr Diet; 2020 Oct; 33(5):601-613. PubMed ID: 32468642
    [TBL] [Abstract][Full Text] [Related]  

  • 22. Several strategies for clinical partners and universities are perceived to enhance physiotherapy student engagement in non-metropolitan clinical placements: a mixed-methods study.
    Francis-Cracknell A; Maver S; Kent F; Edwards E; Iles R
    J Physiother; 2017 Oct; 63(4):243-249. PubMed ID: 28939310
    [TBL] [Abstract][Full Text] [Related]  

  • 23. Evaluation of a problem-based curriculum in midwifery.
    McCourt C; Gail Thomas B
    Midwifery; 2001 Dec; 17(4):323-31. PubMed ID: 11749065
    [TBL] [Abstract][Full Text] [Related]  

  • 24. Paramedic instructor perspectives on the quality of clinical and field placements for university educated paramedicine students.
    O'Meara P; Williams B; Hickson H
    Nurse Educ Today; 2015 Nov; 35(11):1080-4. PubMed ID: 26091861
    [TBL] [Abstract][Full Text] [Related]  

  • 25. Peer-assisted learning and small-group teaching to improve practice placement quality and capacity in dietetics.
    Reidlinger DP; Lawrence J; Thomas JE; Whelan K
    Nutr Diet; 2017 Sep; 74(4):349-356. PubMed ID: 28901705
    [TBL] [Abstract][Full Text] [Related]  

  • 26. Student research projects: the experiences of student dietitians, university faculty members, and collaborators.
    Whelan K; Thomas JE; Madden AM
    J Am Diet Assoc; 2007 Sep; 107(9):1567-74. PubMed ID: 17761233
    [TBL] [Abstract][Full Text] [Related]  

  • 27. What makes a quality occupational therapy practice placement? Students' and practice educators' perspectives.
    Rodger S; Fitzgerald C; Davila W; Millar F; Allison H
    Aust Occup Ther J; 2011 Jun; 58(3):195-202. PubMed ID: 21599685
    [TBL] [Abstract][Full Text] [Related]  

  • 28. The student experience of clinical supervision across health disciplines - Perspectives and remedies to enhance clinical placement.
    O'Brien AT; McNeil K; Dawson A
    Nurse Educ Pract; 2019 Jan; 34():48-55. PubMed ID: 30458410
    [TBL] [Abstract][Full Text] [Related]  

  • 29. Professional roles and communications in clinical placements: a qualitative study of nursing students' perceptions and some models for practice.
    Andrews GJ; Brodie DA; Andrews JP; Hillan E; Gail Thomas B; Wong J; Rixon L
    Int J Nurs Stud; 2006 Sep; 43(7):861-74. PubMed ID: 16380124
    [TBL] [Abstract][Full Text] [Related]  

  • 30. Using simulation pedagogy to teach clinical education skills: A randomized trial.
    Holdsworth C; Skinner EH; Delany CM
    Physiother Theory Pract; 2016 May; 32(4):284-95. PubMed ID: 27253336
    [TBL] [Abstract][Full Text] [Related]  

  • 31. Student feedback on professional experience placements.
    Lewis M
    Health Inf Manag; 1995; 25(1):16-9. PubMed ID: 10144141
    [TBL] [Abstract][Full Text] [Related]  

  • 32. Learning experiences on role-emerging placements: an exploration from the students' perspective.
    Dancza K; Warren A; Copley J; Rodger S; Moran M; McKay E; Taylor A
    Aust Occup Ther J; 2013 Dec; 60(6):427-35. PubMed ID: 24299482
    [TBL] [Abstract][Full Text] [Related]  

  • 33. The bioethical experiences of student dietitians on their final clinical placement.
    Tighe B; Mainwaring J
    J Hum Nutr Diet; 2013 Apr; 26(2):198-203. PubMed ID: 23190344
    [TBL] [Abstract][Full Text] [Related]  

  • 34. Graduate perspectives of fieldwork placements in developing countries: Contributions to occupational therapy practice.
    Sim I; Mackenzie L
    Aust Occup Ther J; 2016 Aug; 63(4):244-56. PubMed ID: 27072127
    [TBL] [Abstract][Full Text] [Related]  

  • 35. Revisiting 1:1 and 2:1 clinical placement models: student and clinical educator perspectives.
    O'Connor A; Cahill M; McKay EA
    Aust Occup Ther J; 2012 Aug; 59(4):276-83. PubMed ID: 22934900
    [TBL] [Abstract][Full Text] [Related]  

  • 36. Reflections on Perceived Preparedness of Dietetic Internship Graduates Following Entry into Practice.
    Brissette C; Leung E; Darling PB; Keith M
    Can J Diet Pract Res; 2014 Dec; 75(4):202-5. PubMed ID: 26067074
    [TBL] [Abstract][Full Text] [Related]  

  • 37. Post graduate clinical placements: evaluating benefits and challenges with a mixed methods cross sectional design.
    Yiend J; Tracy DK; Sreenan B; Cardi V; Foulkes T; Koutsantoni K; Kravariti E; Tchanturia K; Willmott L; Shergill S; Reedy G
    BMC Med Educ; 2016 Feb; 16():64. PubMed ID: 26882894
    [TBL] [Abstract][Full Text] [Related]  

  • 38. Acknowledging and adapting to dietetic students' changing needs.
    Lordly D; MacLellan D
    Can J Diet Pract Res; 2008; 69(3):126-30. PubMed ID: 18783637
    [TBL] [Abstract][Full Text] [Related]  

  • 39. Using clinical skills laboratories to promote theory-practice integration during first practice placement: an Irish perspective.
    Morgan R
    J Clin Nurs; 2006 Feb; 15(2):155-61. PubMed ID: 16422732
    [TBL] [Abstract][Full Text] [Related]  

  • 40. Application of best practice guidelines for OSCEs-An Australian evaluation of their feasibility and value.
    Mitchell ML; Henderson A; Jeffrey C; Nulty D; Groves M; Kelly M; Knight S; Glover P
    Nurse Educ Today; 2015 May; 35(5):700-5. PubMed ID: 25660268
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 9.