BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

773 related articles for article (PubMed ID: 30925877)

  • 1. Does reality meet expectations? An analysis of medical students' expectations and perceived learning during mandatory research projects.
    Möller R; Shoshan M
    BMC Med Educ; 2019 Mar; 19(1):93. PubMed ID: 30925877
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Medical students' research productivity and career preferences; a 2-year prospective follow-up study.
    Möller R; Shoshan M
    BMC Med Educ; 2017 Mar; 17(1):51. PubMed ID: 28253880
    [TBL] [Abstract][Full Text] [Related]  

  • 3. The use of questionnaires to assess achievement of course goals in medical students' longitudinal community-based clinical experiences.
    Lubetkin EI; Krackov SK; Storey-Johnson C
    Acad Med; 1999 Dec; 74(12):1316-9. PubMed ID: 10619009
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Medical students' perceptions of their learning environment during a mandatory research project.
    Möller R; Ponzer S; Shoshan M
    Int J Med Educ; 2017 Oct; 8():375-381. PubMed ID: 29056611
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Cross-sectional questionnaire study to gather the teaching preferences and expectations of UK undergraduate medical students for culinary medicine learning.
    Xie JY; Poduval S; Vickerstaff V; Park S
    BMJ Open; 2020 Oct; 10(10):e036410. PubMed ID: 33055111
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Fostering research skills in undergraduate medical students through mentored students projects: example from an Indian medical school.
    Devi V; Abraham RR; Adiga A; Ramnarayan K; Kamath A
    Kathmandu Univ Med J (KUMJ); 2010; 8(31):294-8. PubMed ID: 22610733
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Implementing goals for non-cognitive outcomes within a basic science course.
    Derstine PL
    Acad Med; 2002 Sep; 77(9):931-2. PubMed ID: 12228102
    [TBL] [Abstract][Full Text] [Related]  

  • 8. How do students' perceptions of research and approaches to learning change in undergraduate research?
    Imafuku R; Saiki T; Kawakami C; Suzuki Y
    Int J Med Educ; 2015 Apr; 6():47-55. PubMed ID: 25863495
    [TBL] [Abstract][Full Text] [Related]  

  • 9. What drives students' self-directed learning in a hybrid PBL curriculum.
    Lee YM; Mann KV; Frank BW
    Adv Health Sci Educ Theory Pract; 2010 Aug; 15(3):425-37. PubMed ID: 19960366
    [TBL] [Abstract][Full Text] [Related]  

  • 10. The importance of scientific competencies in German medical curricula - the student perspective.
    Ratte A; Drees S; Schmidt-Ott T
    BMC Med Educ; 2018 Jun; 18(1):146. PubMed ID: 29921261
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Learning Doctor-Patient Communication - Evaluating the effectiveness of the communication training course at Leipzig University from the students' point of view.
    Cämmerer J; Martin O; Rockenbauch K
    GMS J Med Educ; 2016; 33(3):Doc43. PubMed ID: 27275508
    [TBL] [Abstract][Full Text] [Related]  

  • 12. What is the reward? Medical students' learning and personal development during a research project course.
    Möller R; Shoshan M; Heikkilä K
    Med Educ Online; 2015; 20():28441. PubMed ID: 26344390
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Introducing career skills for dental students as an undergraduate course at the University of Szeged, Hungary.
    Szabó RM; Davis JM; Antal M
    BMC Med Educ; 2020 Mar; 20(1):68. PubMed ID: 32143710
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Student research projects and theses: should they be a requirement for medical school graduation?
    Frishman WH
    Heart Dis; 2001; 3(3):140-4. PubMed ID: 11975783
    [TBL] [Abstract][Full Text] [Related]  

  • 15. The attitudes of international medical students toward educational methods and styles applied in a 6-year longitudinal course in fundamentals of medical skills in Croatia.
    Potočnjak I; Crumbach ME; Hrgetić Vitols AM; Hrnčić S; Lambers C; Braš M; Ježek D; Seiwerth S; Degoricija V
    Croat Med J; 2018 Oct; 59(5):267-273. PubMed ID: 30394019
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Undergraduate medical research: the student perspective.
    Burgoyne LN; O'Flynn S; Boylan GB
    Med Educ Online; 2010 Sep; 15():. PubMed ID: 20844608
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Medical students' and facilitators' experiences of an Early Professional Contact course: active and motivated students, strained facilitators.
    von Below B; Hellquist G; Rödjer S; Gunnarsson R; Björkelund C; Wahlqvist M
    BMC Med Educ; 2008 Dec; 8():56. PubMed ID: 19055727
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Embarking on a Journey of Discovery: Developing Transitional Skill Sets through a Scholarly Concentration Program.
    Sawarynski KE; Baxa DM; Folberg R
    Teach Learn Med; 2019; 31(2):195-206. PubMed ID: 30216101
    [TBL] [Abstract][Full Text] [Related]  

  • 19. The relationship between medical students' attitudes towards communication skills learning and their demographic and education-related characteristics.
    Rees C; Sheard C
    Med Educ; 2002 Nov; 36(11):1017-27. PubMed ID: 12406261
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Comparing three experiential learning methods and their effect on medical students' attitudes to learning communication skills.
    Koponen J; Pyörälä E; Isotalus P
    Med Teach; 2012; 34(3):e198-207. PubMed ID: 22364477
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 39.