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.
562 related articles for article (PubMed ID: 27044268)
21. How should teaching on whole person medicine, including spiritual issues, be delivered in the undergraduate medical curriculum in the United Kingdom? Harbinson MT; Bell D BMC Med Educ; 2015 Jun; 15():96. PubMed ID: 26031890 [TBL] [Abstract][Full Text] [Related]
22. Exploring the experience of reflective writing among Taiwanese undergraduate nursing students: A qualitative study. Lin C; Chen L; Han C; Su C; Huang Y J Prof Nurs; 2022; 40():105-110. PubMed ID: 35568449 [TBL] [Abstract][Full Text] [Related]
23. Evaluation of existing curriculum (2002) of undergraduate medical education in Bangladesh. Hussain MM; Talukder HK; Moazzem N; Rashid A; Hanif A; Nargis T Mymensingh Med J; 2011 Apr; 20(2):226-32. PubMed ID: 21522092 [TBL] [Abstract][Full Text] [Related]
24. The first batch of graduates of a new medical curriculum in Asia: how their teachers see them. Lam TP; Khoo US; Chan YS; Cheng YH; Lam KF Med Educ; 2004 Sep; 38(9):980-6. PubMed ID: 15327680 [TBL] [Abstract][Full Text] [Related]
25. Reflective Writing on the Cadaveric Dissection Experience: An Effective Tool to Assess the Impact of Dissection on Learning of Anatomy, Humanism, Empathy, Well-Being, and Professional Identity Formation in Medical Students. Abrams MP; Eckert T; Topping D; Daly KD Anat Sci Educ; 2021 Sep; 14(5):658-665. PubMed ID: 33052018 [TBL] [Abstract][Full Text] [Related]
26. Facilitators of high-quality teaching in medical school: findings from a nation-wide survey among clinical teachers. Schiekirka-Schwake S; Anders S; von Steinbüchel N; Becker JC; Raupach T BMC Med Educ; 2017 Sep; 17(1):178. PubMed ID: 28962568 [TBL] [Abstract][Full Text] [Related]
27. The Art of Medicine through the Humanities: an overview of a one-month humanities elective for fourth year students. Anderson R; Schiedermayer D Med Educ; 2003 Jun; 37(6):560-2. PubMed ID: 12787380 [TBL] [Abstract][Full Text] [Related]
28. What makes a good clinical student and teacher? An exploratory study. Goldie J; Dowie A; Goldie A; Cotton P; Morrison J BMC Med Educ; 2015 Mar; 15():40. PubMed ID: 25889447 [TBL] [Abstract][Full Text] [Related]
29. Enhancing medical students' reflectivity in mentoring groups for professional development - a qualitative analysis. Lutz G; Pankoke N; Goldblatt H; Hofmann M; Zupanic M BMC Med Educ; 2017 Jul; 17(1):122. PubMed ID: 28709462 [TBL] [Abstract][Full Text] [Related]
30. Medical teachers' concerns about the clinical teaching context. Seabrook MA Med Educ; 2003 Mar; 37(3):213-22. PubMed ID: 12603760 [TBL] [Abstract][Full Text] [Related]
31. Utilizing students' experiences and opinions of feedback during problem based learning tutorials to develop a facilitator feedback guide: an exploratory qualitative study. Mubuuke AG; Louw AJ; Van Schalkwyk S BMC Med Educ; 2016 Jan; 16():6. PubMed ID: 26753932 [TBL] [Abstract][Full Text] [Related]
32. Implementation of Integrated Learning Program in neurosciences during first year of traditional medical course: perception of students and faculty. Ghosh S; Pandya HV BMC Med Educ; 2008 Sep; 8():44. PubMed ID: 18811978 [TBL] [Abstract][Full Text] [Related]
33. Reflective student narratives: honing professionalism and empathy. Dhaliwal U; Singh S; Singh N Indian J Med Ethics; 2018; 3(1):9-15. PubMed ID: 28803221 [TBL] [Abstract][Full Text] [Related]
34. Teaching and learning in the clinical setting: a qualitative study of the perceptions of students and teachers. Stark P Med Educ; 2003 Nov; 37(11):975-82. PubMed ID: 14629410 [TBL] [Abstract][Full Text] [Related]
35. The utility of reflective writing after a palliative care experience: can we assess medical students' professionalism? Braun UK; Gill AC; Teal CR; Morrison LJ J Palliat Med; 2013 Nov; 16(11):1342-9. PubMed ID: 23937062 [TBL] [Abstract][Full Text] [Related]
36. Arts, literature and reflective writing as educational strategies to promote narrative reasoning capabilities among physiotherapy students. Caeiro C; Cruz EB; Pereira CM Physiother Theory Pract; 2014 Nov; 30(8):572-80. PubMed ID: 24959969 [TBL] [Abstract][Full Text] [Related]
37. Medical students writing on death, dying and palliative care: a qualitative analysis of reflective essays. Boland JW; Dikomitis L; Gadoud A BMJ Support Palliat Care; 2016 Dec; 6(4):486-492. PubMed ID: 27486145 [TBL] [Abstract][Full Text] [Related]
38. 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]
39. Reflective capacity and context of reflections: qualitative study of second-year medical students' learning diaries related to a general practice course. Paloniemi E; Hagnäs M; Mikkola I; Timonen M; Vatjus R BMC Med Educ; 2024 Mar; 24(1):222. PubMed ID: 38429724 [TBL] [Abstract][Full Text] [Related]
40. Perceptions on the importance of gerontological education by teachers and students of undergraduate health sciences. Mendoza-Núñez VM; Martínez-Maldonado Mde L; Correa-Muñoz E BMC Med Educ; 2007 Jan; 7():1. PubMed ID: 17233923 [TBL] [Abstract][Full Text] [Related] [Previous] [Next] [New Search]