133 related articles for article (PubMed ID: 30940791)
1. Stress among medical students during clinical courses: a longitudinal study using contextual activity sampling system.
Bexelius T; Lachmann H; Järnbert-Pettersson H; Kalén S; Möller R; Ponzer S
Int J Med Educ; 2019 Apr; 10():68-74. PubMed ID: 30940791
[TBL] [Abstract][Full Text] [Related]
2. Medical students' experiences of their own professional development during three clinical terms: a prospective follow-up study.
Kalén S; Lachmann H; Varttinen M; Möller R; Bexelius TS; Ponzer S
BMC Med Educ; 2017 Feb; 17(1):47. PubMed ID: 28241756
[TBL] [Abstract][Full Text] [Related]
3. Shedding light into the black box: A prospective longitudinal study identifying the CanMEDS roles of final year medical students' on-ward activities.
Bugaj TJ; Schmid C; Koechel A; Stiepak J; Groener JB; Herzog W; Nikendei C
Med Teach; 2017 Aug; 39(8):883-890. PubMed ID: 28413889
[TBL] [Abstract][Full Text] [Related]
4. Progress testing in the medical curriculum: students' approaches to learning and perceived stress.
Chen Y; Henning M; Yielder J; Jones R; Wearn A; Weller J
BMC Med Educ; 2015 Sep; 15():147. PubMed ID: 26362199
[TBL] [Abstract][Full Text] [Related]
5. Understanding the role of the qualified professional: a comparison of medical and dental students' attitudes.
Widdifield H; Ryan CA; O'Sullivan E
Ir Med J; 2006 Oct; 99(9):273-6. PubMed ID: 17144237
[TBL] [Abstract][Full Text] [Related]
6. Promoting reflection by using contextual activity sampling: a study on students' interprofessional learning.
Lachmann H; Fossum B; Johansson UB; Karlgren K; Ponzer S
J Interprof Care; 2014 Sep; 28(5):400-6. PubMed ID: 24754545
[TBL] [Abstract][Full Text] [Related]
7. In the eye of the beholder: student perspectives on professional roles in practice.
Bennett D; McCarthy M; O'Flynn S; Kelly M
Med Educ; 2013 Apr; 47(4):397-407. PubMed ID: 23488759
[TBL] [Abstract][Full Text] [Related]
8. Promoting medical competencies through a didactic tutor qualification programme - a qualitative study based on the CanMEDS Physician Competency Framework.
Homberg A; Hundertmark J; Krause J; Brunnée M; Neumann B; Loukanova S
BMC Med Educ; 2019 Jun; 19(1):187. PubMed ID: 31164127
[TBL] [Abstract][Full Text] [Related]
9. Challenging cases during clinical clerkships beyond the domain of the "medical expert": an analysis of students' case vignettes.
Bächli P; Meindl-Fridez C; Weiss-Breckwoldt AN; Breckwoldt J
GMS J Med Educ; 2019; 36(3):Doc30. PubMed ID: 31211225
[No Abstract] [Full Text] [Related]
10. Obstetrics and gynaecology trainees' perceptions of the CanMEDS expertise model: implications for training from a regional questionnaire study in the United Kingdom.
Bharathan R; Ghai V; Ind T
J Obstet Gynaecol; 2020 Nov; 40(8):1138-1144. PubMed ID: 31941386
[TBL] [Abstract][Full Text] [Related]
11. Motivation and competence of participants in a learner-centered student-run clinic: an exploratory pilot study.
Schutte T; Tichelaar J; Dekker RS; Thijs A; de Vries TP; Kusurkar RA; Richir MC; van Agtmael MA
BMC Med Educ; 2017 Jan; 17(1):23. PubMed ID: 28122557
[TBL] [Abstract][Full Text] [Related]
12. Does a learner-centered approach using teleconference improve medical students' psychological safety and self-explanation in clinical reasoning conferences? a crossover study.
Hoshina Y; Shikino K; Yamauchi Y; Yanagita Y; Yokokawa D; Tsukamoto T; Noda K; Uehara T; Ikusaka M
PLoS One; 2021; 16(7):e0253884. PubMed ID: 34242270
[TBL] [Abstract][Full Text] [Related]
13. Learning the CanMEDS roles in a near-peer shadowing program: a mixed methods randomized control trial.
Turner SR; White JS; Poth C; Rogers WT
Med Teach; 2012; 34(11):888-92. PubMed ID: 22934586
[TBL] [Abstract][Full Text] [Related]
14. An innovative approach to identifying learning needs for intrinsic CanMEDS roles in continuing professional development.
McConnell M; Gu A; Arshad A; Mokhtari A; Azzam K
Med Educ Online; 2018 Dec; 23(1):1497374. PubMed ID: 30010510
[TBL] [Abstract][Full Text] [Related]
15. Time use in out-of-class activities and its association with self-efficacy and perceived stress: data from second-year medical students in China.
Song X; Ding N; Jiang N; Li H; Wen D
Med Educ Online; 2020 Dec; 25(1):1759868. PubMed ID: 32421462
[No Abstract] [Full Text] [Related]
16. Factors associated with medical student test anxiety in objective structured clinical examinations: a preliminary study.
Kim KJ
Int J Med Educ; 2016 Dec; 7():424-427. PubMed ID: 28035056
[TBL] [Abstract][Full Text] [Related]
17. Intern preparedness for the CanMEDS roles and the Dunning-Kruger effect: a survey.
Prozesky DR; Molwantwa MC; Nkomazana O; Kebaetse MB
BMC Med Educ; 2019 Nov; 19(1):422. PubMed ID: 31727028
[TBL] [Abstract][Full Text] [Related]
18. Medical Student Perceptions of the Learning Environment in Medical School Change as Students Transition to Clinical Training in Undergraduate Medical School.
Dunham L; Dekhtyar M; Gruener G; CichoskiKelly E; Deitz J; Elliott D; Stuber ML; Skochelak SE
Teach Learn Med; 2017; 29(4):383-391. PubMed ID: 28318319
[TBL] [Abstract][Full Text] [Related]
19. Change in subjective well-being over 20 years at two Norwegian medical schools and factors linked to well-being today: a survey.
Sletta C; Tyssen R; Løvseth LT
BMC Med Educ; 2019 Feb; 19(1):45. PubMed ID: 30717727
[TBL] [Abstract][Full Text] [Related]
20. 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]
[Next] [New Search]
