211 related articles for article (PubMed ID: 26609870)
1. An analysis of reflective writing early in the medical curriculum: The relationship between reflective capacity and academic achievement.
Ottenberg AL; Pasalic D; Bui GT; Pawlina W
Med Teach; 2016 Jul; 38(7):724-9. PubMed ID: 26609870
[TBL] [Abstract][Full Text] [Related]
2. "Safe Harbor": evaluation of a professionalism case discussion intervention for the gross anatomy course.
Spampinato CM; Wittich CM; Beckman TJ; Cha SS; Pawlina W
Anat Sci Educ; 2014; 7(3):191-8. PubMed ID: 24039220
[TBL] [Abstract][Full Text] [Related]
3. Considerations in the use of reflective writing for student assessment: issues of reliability and validity.
Moniz T; Arntfield S; Miller K; Lingard L; Watling C; Regehr G
Med Educ; 2015 Sep; 49(9):901-8. PubMed ID: 26296406
[TBL] [Abstract][Full Text] [Related]
4. Validation of a method for measuring medical students' critical reflections on professionalism in gross anatomy.
Wittich CM; Pawlina W; Drake RL; Szostek JH; Reed DA; Lachman N; McBride JM; Mandrekar JN; Beckman TJ
Anat Sci Educ; 2013; 6(4):232-8. PubMed ID: 23212713
[TBL] [Abstract][Full Text] [Related]
5. Evaluating dissection in the gross anatomy course: Correlation between quality of laboratory dissection and students outcomes.
Nwachukwu C; Lachman N; Pawlina W
Anat Sci Educ; 2015; 8(1):45-52. PubMed ID: 24799441
[TBL] [Abstract][Full Text] [Related]
6. "Tweet"-Format Writing Is an Effective Tool for Medical Student Reflection.
Dressler JA; Ryder BA; Connolly M; Blais MD; Miner TJ; Harrington DT
J Surg Educ; 2018; 75(5):1206-1210. PubMed ID: 29576247
[TBL] [Abstract][Full Text] [Related]
7. Fostering and evaluating reflective capacity in medical education: developing the REFLECT rubric for assessing reflective writing.
Wald HS; Borkan JM; Taylor JS; Anthony D; Reis SP
Acad Med; 2012 Jan; 87(1):41-50. PubMed ID: 22104060
[TBL] [Abstract][Full Text] [Related]
8. A comparison of two methods of teaching reflective ability in Year 3 medical students.
Aronson L; Niehaus B; Hill-Sakurai L; Lai C; O'Sullivan PS
Med Educ; 2012 Aug; 46(8):807-14. PubMed ID: 22803758
[TBL] [Abstract][Full Text] [Related]
9. A word-count approach to analyze linguistic patterns in the reflective writings of medical students.
Lin CW; Lin MJ; Wen CC; Chu SY
Med Educ Online; 2016; 21():29522. PubMed ID: 26838331
[TBL] [Abstract][Full Text] [Related]
10. Teaching Medical Students to Reflect More Deeply.
Hayton A; Kang I; Wong R; Loo LK
Teach Learn Med; 2015; 27(4):410-6. PubMed ID: 26507999
[TBL] [Abstract][Full Text] [Related]
11. Impact of Anatomy Boot Camp on Students in a Medical Gross Anatomy Course.
Herling PJ; Mohseni BT; Hill DC; Chelf S; Rickert JA; Leo JT; Langley NR
Anat Sci Educ; 2017 Jun; 10(3):215-223. PubMed ID: 27662606
[TBL] [Abstract][Full Text] [Related]
12. An Insight into Professional Identity Formation: Qualitative Analyses of Two Reflection Interventions During the Dissection Course.
Shiozawa T; Glauben M; Banzhaf M; Griewatz J; Hirt B; Zipfel S; Lammerding-Koeppel M; Herrmann-Werner A
Anat Sci Educ; 2020 May; 13(3):320-332. PubMed ID: 31509334
[TBL] [Abstract][Full Text] [Related]
13. Self-efficacy's influence on student academic achievement in the medical anatomy curriculum.
Burgoon JM; Meece JL; Granger NA
Anat Sci Educ; 2012; 5(5):249-55. PubMed ID: 22653759
[TBL] [Abstract][Full Text] [Related]
14. An eight-year study of online lecture use in a medical gross anatomy and embryology course.
Nieder GL; Borges NJ
Anat Sci Educ; 2012; 5(6):311-20. PubMed ID: 22674561
[TBL] [Abstract][Full Text] [Related]
15. Does emotional intelligence change during medical school gross anatomy course? Correlations with students' performance and team cohesion.
Holman MA; Porter SG; Pawlina W; Juskewitch JE; Lachman N
Anat Sci Educ; 2016; 9(2):143-9. PubMed ID: 26062161
[TBL] [Abstract][Full Text] [Related]
16. Assessing student engagement and self-regulated learning in a medical gross anatomy course.
Pizzimenti MA; Axelson RD
Anat Sci Educ; 2015; 8(2):104-10. PubMed ID: 24845421
[TBL] [Abstract][Full Text] [Related]
17. The integration of brain dissection within the medical neuroscience laboratory enhances learning.
Rae G; Cork RJ; Karpinski AC; Swartz WJ
Anat Sci Educ; 2016 Nov; 9(6):565-574. PubMed ID: 27097232
[TBL] [Abstract][Full Text] [Related]
18. Professional Formation in the Gross Anatomy Lab and Narrative Medicine: An Exploration.
Kissler MJ; Saxton B; Nuila R; Balmer DF
Acad Med; 2016 Jun; 91(6):772-7. PubMed ID: 26796087
[TBL] [Abstract][Full Text] [Related]
19. Lecture recording system in anatomy: possible benefit to auditory learners.
Bacro TR; Gebregziabher M; Ariail J
Anat Sci Educ; 2013; 6(6):376-84. PubMed ID: 23508921
[TBL] [Abstract][Full Text] [Related]
20. Outcomes and satisfaction of two optional cadaveric dissection courses: A 3-year prospective study.
Pais D; Casal D; Mascarenhas-Lemos L; Barata P; Moxham BJ; Goyri-O'Neill J
Anat Sci Educ; 2017 Mar; 10(2):127-136. PubMed ID: 27483443
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
