BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

341 related articles for article (PubMed ID: 30247302)

  • 1. Team-Based Learning Sessions Compared With Traditional Lecture in the Obstetrics and Gynecology Clerkship.
    Krase K; Pfeifer E; Swan K
    Obstet Gynecol; 2018 Oct; 132 Suppl 1():14S-18S. PubMed ID: 30247302
    [TBL] [Abstract][Full Text] [Related]  

  • 2. The outcomes of team-based learning vs small group interactive learning in the obstetrics and gynecology course for undergraduate students.
    Sterpu I; Herling L; Nordquist J; Möller A; Kopp Kallner H; Engberg H; Acharya G
    Acta Obstet Gynecol Scand; 2024 Jun; 103(6):1224-1230. PubMed ID: 38366801
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Incorporating problem-based learning into an obstetrics/gynecology clerkship: impact on student satisfaction and grades.
    Nalesnik SW; Heaton JO; Olsen CH; Haffner WH; Zahn CM
    Am J Obstet Gynecol; 2004 May; 190(5):1375-81. PubMed ID: 15167844
    [TBL] [Abstract][Full Text] [Related]  

  • 4. The flipped classroom for medical students.
    Morgan H; McLean K; Chapman C; Fitzgerald J; Yousuf A; Hammoud M
    Clin Teach; 2015 Jun; 12(3):155-60. PubMed ID: 26009948
    [TBL] [Abstract][Full Text] [Related]  

  • 5. 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]  

  • 6. Maternal-Fetal Physiology, Intrapartum Care, Postpartum Care: A Team-Based Learning Module for Normal Obstetrics.
    Sward LB; Tariq SG
    MedEdPORTAL; 2019 Nov; 15():10856. PubMed ID: 32166112
    [TBL] [Abstract][Full Text] [Related]  

  • 7. 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]  

  • 8. The learning environment in the obstetrics and gynecology clerkship: an exploratory study of students' perceptions before and after the clerkship.
    Baecher-Lind LE; Chang K; Blanco MA
    Med Educ Online; 2015; 20():27273. PubMed ID: 26080798
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Learning in a High-Stress Clinical Environment: Stressors Associated with Medical Students' Clerkship Training on Labor and Delivery.
    Johnson NR; Pelletier A; Chen X; Manning-Geist BL
    Teach Learn Med; 2019; 31(4):385-392. PubMed ID: 30907690
    [No Abstract]   [Full Text] [Related]  

  • 10. Effect of quantitative feedback on student performance on the National Board Medical Examination in an obstetrics and gynecology clerkship.
    Brar MK; Laube DW; Bett GC
    Am J Obstet Gynecol; 2007 Nov; 197(5):530.e1-5. PubMed ID: 17980197
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Team-Based Learning in the Surgery Clerkship: Impact on Student Examination Scores, Evaluations, and Perceptions.
    Kaminski AD; Babbitt KM; McCarthy MC; Markert RJ; Roelle MP; Parikh PP
    J Surg Educ; 2019; 76(2):408-413. PubMed ID: 30217776
    [TBL] [Abstract][Full Text] [Related]  

  • 12. A decrease from 8 to 6 weeks in obstetrics and gynecology clerkship: effect on medical students' cognitive knowledge.
    Smith ER; Dinh TV; Anderson G
    Obstet Gynecol; 1995 Sep; 86(3):458-60. PubMed ID: 7651661
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Effect of obstetrics-gynecology clerkship duration on medical student examination performance.
    Edwards RK; Davis JD; Kellner KR
    Obstet Gynecol; 2000 Jan; 95(1):160-2. PubMed ID: 10636521
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Obstetrics and gynecology clerkship for males and females: similar curriculum, different outcomes?
    Craig LB; Smith C; Crow SM; Driver W; Wallace M; Thompson BM
    Med Educ Online; 2013 Dec; 18():21506. PubMed ID: 24300748
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Small-group discussion versus lecture format for third-year students in obstetrics and gynecology.
    Fischer RL; Jacobs SL; Herbert WN
    Obstet Gynecol; 2004 Aug; 104(2):349-53. PubMed ID: 15292010
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Pelvic and breast examination skills curricula in United States medical schools: a survey of obstetrics and gynecology clerkship directors.
    Dugoff L; Pradhan A; Casey P; Dalrymple JL; Abbott JF; Buery-Joyner SD; Chuang A; Cullimore AJ; Forstein DA; Hampton BS; Kaczmarczyk JM; Katz NT; Nuthalapaty FS; Page-Ramsey SM; Wolf A; Hueppchen NA
    BMC Med Educ; 2016 Dec; 16(1):314. PubMed ID: 27986086
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Integration of ultrasound simulation to improve medical student knowledge and satisfaction on the obstetrics and gynecology clerkship.
    Shanks A; Darwish A; Cook M; Asencio I; Rouse C
    AJOG Glob Rep; 2023 Aug; 3(3):100228. PubMed ID: 37645647
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Toward a better understanding of gender-based performance in the obstetrics and gynecology clerkship: women outscore men on the NBME subject examination at one medical school.
    Bibbo C; Bustamante A; Wang L; Friedman F; Chen KT
    Acad Med; 2015 Mar; 90(3):379-83. PubMed ID: 25539517
    [TBL] [Abstract][Full Text] [Related]  

  • 19. The impact of a longitudinal curriculum on medical student obstetrics and gynecology clinical training.
    Melo J; Kaneshiro B; Kellett L; Hiraoka M
    Hawaii J Med Public Health; 2014 May; 73(5):144-7. PubMed ID: 24843837
    [TBL] [Abstract][Full Text] [Related]  

  • 20. 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]  

    [Next]    [New Search]
    of 18.