BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

400 related articles for article (PubMed ID: 28600042)

  • 1. The effectiveness of clinical problem-based learning model of medico-jurisprudence education on general law knowledge for Obstetrics/Gynecological interns.
    Chang HC; Wang NY; Ko WR; Yu YT; Lin LY; Tsai HF
    Taiwan J Obstet Gynecol; 2017 Jun; 56(3):325-330. PubMed ID: 28600042
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Problem based learning and academic performance in residency.
    Thomas J; Aeby T; Kamikawa G; Kaneshiro B
    Hawaii Med J; 2009 Nov; 68(10):246-8. PubMed ID: 19998696
    [TBL] [Abstract][Full Text] [Related]  

  • 3. [Experiences with the implementation of problem-based learning (PBL) during medical students' clinical training in obstetrics and gynecology].
    Sørensen JL; Tabor A; Ottesen BS; Aspegren K
    Ugeskr Laeger; 2004 May; 166(21):2005-9. PubMed ID: 15222074
    [No Abstract]   [Full Text] [Related]  

  • 4. Ethical issues identified by obstetrics and gynecology learners through a novel ethics curriculum.
    Mejia RB; Shinkunas LA; Ryan GL
    Am J Obstet Gynecol; 2015 Dec; 213(6):867.e1-867.e11. PubMed ID: 26212179
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Introduction of contextual legal issues in an interdisciplinary program for the study of ethical dilemmas in obstetrics and gynecology for third-year medical students.
    Green VL; Sara D
    Am J Obstet Gynecol; 2002 Sep; 187(3 Suppl):S44-8. PubMed ID: 12235441
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Obstetric and Gynecologic Resident Ultrasound Education Project: Is the Current Level of Gynecologic Ultrasound Training in Canada Meeting the Needs of Residents and Faculty?
    Green J; Kahan M; Wong S
    J Ultrasound Med; 2015 Sep; 34(9):1583-9. PubMed ID: 26254157
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Interdisciplinary curriculum to train internal medicine and obstetrics-gynecology residents in ambulatory women's health: adapting problem-based learning to residency education.
    Spencer AL; McNeil M
    J Womens Health (Larchmt); 2009 Sep; 18(9):1369-75. PubMed ID: 19743908
    [TBL] [Abstract][Full Text] [Related]  

  • 8. A survey of Japanese interns to prepare for mandatory clinical training in obstetrics and gynecology.
    Onodera Y; Matoba Y; Suemitsu T; Shinagawa M; Sugita Y; Mayama M; Banno K; Yanaihara N; Komatsu H; Shozu M; Watari H
    J Obstet Gynaecol Res; 2021 Jul; 47(7):2291-2297. PubMed ID: 33908114
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Improved performance and student satisfaction after implementation of a problem-based preclinical obstetrics and gynecology curriculum.
    Casey PM; Magrane D; Lesnick TG
    Am J Obstet Gynecol; 2005 Nov; 193(5):1874-8. PubMed ID: 16260252
    [TBL] [Abstract][Full Text] [Related]  

  • 10. A trial of a reproductive ethics and law curriculum for obstetrics and gynaecology residents.
    Arora KS
    J Med Ethics; 2014 Dec; 40(12):854-6. PubMed ID: 24595487
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Implementation and evaluation of a novel operating room curriculum for the obstetrics and gynecology clerkship.
    Hampton BS; Raker CA; Sung VW
    J Surg Educ; 2014; 71(4):521-9. PubMed ID: 24776877
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Effectiveness of problem based learning as an instructional tool for acquisition of content knowledge and promotion of critical thinking among medical students.
    Tayyeb R
    J Coll Physicians Surg Pak; 2013 Jan; 23(1):42-6. PubMed ID: 23286622
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Learning effectiveness and satisfaction of international medical students: Introducing a Hybrid-PBL curriculum in biochemistry.
    Yan Q; Ma L; Zhu L; Zhang W
    Biochem Mol Biol Educ; 2017 Jul; 45(4):336-342. PubMed ID: 28696053
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Feasibility of a Regional Approach to an Obstetrics and Gynecology Transition to Residency Course.
    Yu HY; Everett EN; Baecher-Lind L; Hampton BS
    R I Med J (2013); 2019 Sep; 102(7):51-55. PubMed ID: 31480822
    [TBL] [Abstract][Full Text] [Related]  

  • 15. The interns' learning assessment in obstetrics and gynecology department of Zahedan University of Medical Sciences.
    Roudbari M; Yaghmaei M
    Taiwan J Obstet Gynecol; 2007 Sep; 46(3):248-54. PubMed ID: 17962104
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Preparing medical students for obstetrics and gynecology milestone level one: a description of a pilot curriculum.
    Morgan H; Marzano D; Lanham M; Stein T; Curran D; Hammoud M
    Med Educ Online; 2014; 19():25746. PubMed ID: 25430640
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Current status of obstetrics and gynecology resident medical-legal education: a survey of program directors.
    Moreno-Hunt C; Gilbert WM
    Obstet Gynecol; 2005 Dec; 106(6):1382-4. PubMed ID: 16319266
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Medical students as learners: transforming the resident-level microskills of teaching into a parallel curriculum for medical students to aid the transition from classroom to OB/GYN clerkship.
    Amorosa JM; Graham MJ; Ratan RB
    Educ Health (Abingdon); 2012; 25(3):135-40. PubMed ID: 23823631
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Improving the medical school-residency transition.
    Morgan H; Skinner B; Marzano D; Fitzgerald J; Curran D; Hammoud M
    Clin Teach; 2017 Oct; 14(5):340-343. PubMed ID: 27878956
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Comparison of knowledge scores of medical students in problem-based learning and traditional curriculum on public health topics.
    Gurpinar E; Musal B; Aksakoglu G; Ucku R
    BMC Med Educ; 2005 Feb; 5(1):7. PubMed ID: 15705193
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 20.