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.
200 related articles for article (PubMed ID: 27754747)
1. Palliative Care Bedside Teaching: A Qualitative Analysis of Medical Students' Reflective Writings after Clinical Practices. Rojí R; Noguera-Tejedor A; Pikabea-Díaz F; Carrasco JM; Centeno C J Palliat Med; 2017 Feb; 20(2):147-154. PubMed ID: 27754747 [TBL] [Abstract][Full Text] [Related]
2. 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]
3. Facing uncertainty as a medical student--a qualitative study of their reflective learning diaries and writings on specific themes during the first clinical year. Nevalainen MK; Mantyranta T; Pitkala KH Patient Educ Couns; 2010 Feb; 78(2):218-23. PubMed ID: 19767167 [TBL] [Abstract][Full Text] [Related]
4. A Multicenter Qualitative Analysis of Medical Student Narratives After a Palliative Care Elective. Sagin A; Ellman MS; Shariff RR; Jones CA; Tindall K; Siropaides CH Am J Hosp Palliat Care; 2021 Sep; 38(9):1126-1134. PubMed ID: 33143465 [TBL] [Abstract][Full Text] [Related]
5. Learning to care: medical students' reported value and evaluation of palliative care teaching involving meeting patients and reflective writing. Borgstrom E; Morris R; Wood D; Cohn S; Barclay S BMC Med Educ; 2016 Nov; 16(1):306. PubMed ID: 27887622 [TBL] [Abstract][Full Text] [Related]
6. "I will never forget": what we learned from medical student reflections on a palliative care experience. Head BA; Earnshaw LA; Greenberg RB; Morehead RC; Pfeifer MP; Shaw MA J Palliat Med; 2012 May; 15(5):535-41. PubMed ID: 22458806 [TBL] [Abstract][Full Text] [Related]
7. 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]
8. 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]
9. Medical students' palliative care education in a Latin American university: a three-year experience at Austral University in Buenos Aires, Argentina. Mutto EM; Bunge S; Vignaroli E; Bertolino M; Villar MJ; Wenk R J Palliat Med; 2014 Oct; 17(10):1137-42. PubMed ID: 25188287 [TBL] [Abstract][Full Text] [Related]
10. Impact of a Home Hospice Visit Program on Third-Year Medical Students: A qualitative analysis of student reflections. Strano-Paul L; Lane S; Lu WH; Chandran L J Palliat Care; 2015; 31(1):5-12. PubMed ID: 26399085 [TBL] [Abstract][Full Text] [Related]
11. Does palliative care education matter to medical students? The experience of attending an undergraduate course in palliative care. Centeno C; Ballesteros M; Carrasco JM; Arantzamendi M BMJ Support Palliat Care; 2016 Mar; 6(1):128-34. PubMed ID: 24844587 [TBL] [Abstract][Full Text] [Related]
12. Medicine as It Should Be: Teaching Team and Teamwork during a Palliative Care Clerkship. Head BA; Furman CD; Lally AM; Leake K; Pfeifer M J Palliat Med; 2018 May; 21(5):638-644. PubMed ID: 29341818 [TBL] [Abstract][Full Text] [Related]
13. Influence of community experiences on first-year medical students' reflective writing. Beylefeld AA; Nena KD; Prinsloo EA Med Teach; 2005 Mar; 27(2):150-4. PubMed ID: 16019336 [TBL] [Abstract][Full Text] [Related]
14. The developing and evaluation of an electronic tool to assess the effect of undergraduate training in palliative care: the electronic international medical education in palliative care (IMEP-e) assessment tool. Rai A; Mason S BMC Palliat Care; 2019 Sep; 18(1):76. PubMed ID: 31477118 [TBL] [Abstract][Full Text] [Related]
15. Exploratory study of the characteristics of feedback in the reflective dialogue group given to medical students in a clinical clerkship. Wen CC; Lin MJ; Lin CW; Chu SY Med Educ Online; 2015; 20():25965. PubMed ID: 25661500 [TBL] [Abstract][Full Text] [Related]
16. Experience-based learning: junior medical students' reflections on end-of-life care. Wilson H; Warmington S; Johansen ML Med Educ; 2019 Jul; 53(7):687-697. PubMed ID: 31106895 [TBL] [Abstract][Full Text] [Related]
17. The impact of a medical undergraduate student-selected module in palliative care. Sweeney C; Lynch G; Khashan A; Maher B; Murphy M; O'Brien T BMJ Support Palliat Care; 2014 Mar; 4(1):92-7. PubMed ID: 24644779 [TBL] [Abstract][Full Text] [Related]
18. Assessing the Impact of a Hospice and Palliative Medicine Mentored Clinical Shadowing Experience for First-Year Medical and Dental Students: A Pilot Study. Engel KG; Millham LRI; Yeh IM; Malecha PW; Brizzi K; Schwartz AW; Tolchin DW Am J Hosp Palliat Care; 2024 Sep; 41(9):1018-1028. PubMed ID: 37950642 [No Abstract] [Full Text] [Related]
19. Human dimensions in bedside teaching: focus group discussions of teachers and learners. Ramani S; Orlander JD Teach Learn Med; 2013; 25(4):312-8. PubMed ID: 24112200 [TBL] [Abstract][Full Text] [Related]
20. Arts-based learning in medical education: the students' perspective. de la Croix A; Rose C; Wildig E; Willson S Med Educ; 2011 Nov; 45(11):1090-100. PubMed ID: 21988624 [TBL] [Abstract][Full Text] [Related] [Next] [New Search]