BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

583 related articles for article (PubMed ID: 29672937)

  • 21. The hidden curriculum of breaking bad news: Identification of three dimensions and four communication patterns.
    Karnieli-Miller O; Palombo M; Laor N
    Patient Educ Couns; 2023 Sep; 114():107807. PubMed ID: 37236123
    [TBL] [Abstract][Full Text] [Related]  

  • 22. 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]  

  • 23. The application of heterogeneous cluster grouping to reflective writing for medical humanities literature study to enhance students' empathy, critical thinking, and reflective writing.
    Liao HC; Wang YH
    BMC Med Educ; 2016 Sep; 16(1):234. PubMed ID: 27590047
    [TBL] [Abstract][Full Text] [Related]  

  • 24. 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]  

  • 25. Effects on Medical Students of Longitudinal Small-Group Learning about Breaking Bad News.
    de Moura Villela EF; Bastos LK; de Almeida WS; Pereira AO; de Paula Rocha MS; de Oliveira FM; Bollela VR
    Perm J; 2020; 24():. PubMed ID: 32097117
    [TBL] [Abstract][Full Text] [Related]  

  • 26. Do photographs, older adults' narratives and collaborative dialogue foster anticipatory reflection ("preflection") in medical students?
    Brand G; Osborne A; Carroll M; Carr SE; Etherton-Beer C
    BMC Med Educ; 2016 Nov; 16(1):289. PubMed ID: 27835991
    [TBL] [Abstract][Full Text] [Related]  

  • 27. Students' experiences with a longitudinal skills training program on breaking bad news: A follow-up study.
    Brouwers MH; Bor H; Laan R; van Weel C; van Weel-Baumgarten E
    Patient Educ Couns; 2018 Sep; 101(9):1639-1644. PubMed ID: 29779606
    [TBL] [Abstract][Full Text] [Related]  

  • 28. 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]  

  • 29. A Four-Week Reflective Writing Program in the Psychiatry Clerkship: Testing Effects on Reflective Capacity.
    Whitmore CA; Sakai J; Mikulich-Gilbertson SK; Davies RD
    Acad Psychiatry; 2019 Apr; 43(2):171-174. PubMed ID: 29704195
    [TBL] [Abstract][Full Text] [Related]  

  • 30. "It's just a clash of cultures": emotional talk within medical students' narratives of professionalism dilemmas.
    Monrouxe LV; Rees CE
    Adv Health Sci Educ Theory Pract; 2012 Dec; 17(5):671-701. PubMed ID: 22187205
    [TBL] [Abstract][Full Text] [Related]  

  • 31. Is Reflective Learning Visible in Online Discussion Forums for Medical Students on General Practice Placements? A Qualitative Study.
    Gillingham K; Eggleton K; Goodyear-Smith F
    Teach Learn Med; 2020; 32(4):434-441. PubMed ID: 32174178
    [No Abstract]   [Full Text] [Related]  

  • 32. 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]  

  • 33. Medical students' experiences and needs from written reflective journal feedback.
    Rozental L; Meitar D; Karnieli-Miller O
    Med Educ; 2021 Apr; 55(4):505-517. PubMed ID: 33141960
    [TBL] [Abstract][Full Text] [Related]  

  • 34. "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]  

  • 35. Facilitating reflective practice and self-assessment of competence through the use of narratives.
    Levett-Jones TL
    Nurse Educ Pract; 2007 Mar; 7(2):112-9. PubMed ID: 17689432
    [TBL] [Abstract][Full Text] [Related]  

  • 36. Narrative, emotion and action: analysing 'most memorable' professionalism dilemmas.
    Rees CE; Monrouxe LV; McDonald LA
    Med Educ; 2013 Jan; 47(1):80-96. PubMed ID: 23278828
    [TBL] [Abstract][Full Text] [Related]  

  • 37. 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]  

  • 38. Teaching breaking bad news in a gyneco-oncological setting: a feasibility study implementing the SPIKES framework for undergraduate medical students.
    Zemlin C; Nourkami-Tutdibi N; Schwarz P; Wagenpfeil G; Goedicke-Fritz S
    BMC Med Educ; 2024 Feb; 24(1):134. PubMed ID: 38347593
    [TBL] [Abstract][Full Text] [Related]  

  • 39. 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]  

  • 40. 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]  

    [Previous]   [Next]    [New Search]
    of 30.