191 related articles for article (PubMed ID: 31844645)
1. Longitudinal curriculum development: gradual optimization of a biochemistry seminar.
Schneider A; Kühl M; Kühl SJ
GMS J Med Educ; 2019; 36(6):Doc73. PubMed ID: 31844645
[No Abstract] [Full Text] [Related]
2. Concept and benefits of the Inverted Classroom method for a competency-based biochemistry course in the pre-clinical stage of a human medicine course of studies.
Kühl SJ; Toberer M; Keis O; Tolks D; Fischer MR; Kühl M
GMS J Med Educ; 2017; 34(3):Doc31. PubMed ID: 28890922
[No Abstract] [Full Text] [Related]
3. Investigating the self-study phase of an inverted biochemistry classroom - collaborative dyadic learning makes the difference.
Kühl SJ; Schneider A; Kestler HA; Toberer M; Kühl M; Fischer MR
BMC Med Educ; 2019 Feb; 19(1):64. PubMed ID: 30819178
[TBL] [Abstract][Full Text] [Related]
4. From the inverted classroom to the online lecture hall: Effects on students' satisfaction and exam results.
Dahmen L; Schneider A; Keis O; Straßer P; Kühl M; Kühl SJ
Biochem Mol Biol Educ; 2022 Sep; 50(5):483-493. PubMed ID: 35841313
[TBL] [Abstract][Full Text] [Related]
5. 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]
6. Integration of the Pharmacists' Patient Care Process (PPCP) into a Comprehensive Disease Management Course Series.
Gonyeau MJ; DiVall M; Conley MP; Lancaster J
Am J Pharm Educ; 2018 Aug; 82(6):6311. PubMed ID: 30181671
[No Abstract] [Full Text] [Related]
7. ["Closing the Gap": Results of a survey assessing quality assurance in medical education].
Giesler M; Kunz K
Z Evid Fortbild Qual Gesundhwes; 2021 Aug; 164():51-60. PubMed ID: 34257026
[TBL] [Abstract][Full Text] [Related]
8. Development and implementation of a comprehensive ultrasound curriculum for undergraduate medical students - a feasibility study.
Celebi N; Griewatz J; Malek NP; Krieg S; Kuehnl T; Muller R; Pauluschke-Fröhlich J; Debove I; Riessen R; Zipfel S; Fröhlich E
BMC Med Educ; 2019 May; 19(1):170. PubMed ID: 31138197
[TBL] [Abstract][Full Text] [Related]
9. Flipped classroom frameworks improve efficacy in undergraduate practical courses - a quasi-randomized pilot study in otorhinolaryngology.
Dombrowski T; Wrobel C; Dazert S; Volkenstein S
BMC Med Educ; 2018 Dec; 18(1):294. PubMed ID: 30514278
[TBL] [Abstract][Full Text] [Related]
10. Curricular course for medical students at a hematology and oncology specialty practice, 2010-2022.
Weide R; Thomalla J; van Roye C; Chakupurakal G; Heymanns J; Köppler H; Feiten S; Nickel JA; Schmidberger H; Theobald M; Lutz C
GMS J Med Educ; 2022; 39(4):Doc40. PubMed ID: 36310886
[No Abstract] [Full Text] [Related]
11. Google classroom as a learning management system to teach biochemistry in a medical school.
Dash S
Biochem Mol Biol Educ; 2019 Jul; 47(4):404-407. PubMed ID: 30994974
[TBL] [Abstract][Full Text] [Related]
12. Assessment of learning gains in a flipped biochemistry classroom.
Ojennus DD
Biochem Mol Biol Educ; 2016; 44(1):20-7. PubMed ID: 26593859
[TBL] [Abstract][Full Text] [Related]
13. Simulating the physician as healthcare manager: An innovative course to train for the manager role.
Gradel M; Moder S; Nicolai L; Pander T; Hoppe B; Pinilla S; Von der Borch P; Fischer MR; Dimitriadis K
GMS J Med Educ; 2016; 33(3):Doc41. PubMed ID: 27275506
[TBL] [Abstract][Full Text] [Related]
14. Improvement of Radiological Teaching - Effects of Focusing of Learning Targets and Increased Consideration of Learning Theory Knowledge.
Wirth S; William YA; Paolini M; Wirth K; Maxien D; Reiser M; Fischer MR
Rofo; 2018 Feb; 190(2):161-174. PubMed ID: 28931174
[TBL] [Abstract][Full Text] [Related]
15. University Students as Change Agents for Health and Sustainability: A Pilot Study on the Effects of a Teaching Kitchen-Based Planetary Health Diet Curriculum.
Rosenau N; Neumann U; Hamblett S; Ellrott T
Nutrients; 2024 Feb; 16(4):. PubMed ID: 38398844
[TBL] [Abstract][Full Text] [Related]
16. Utilization of an online module bank for a research training curriculum: development, implementation, evolution, evaluation, and lessons learned.
Sawarynski KE; Baxa DM
Med Educ Online; 2019 Dec; 24(1):1611297. PubMed ID: 31072278
[TBL] [Abstract][Full Text] [Related]
17. Vertical integration of biochemistry and clinical medicine using a near-peer learning model.
Gallan AJ; Offner GD; Symes K
Biochem Mol Biol Educ; 2016 Nov; 44(6):507-516. PubMed ID: 27123831
[TBL] [Abstract][Full Text] [Related]
18. Teaching differential diagnosis in primary care using an inverted classroom approach: student satisfaction and gain in skills and knowledge.
Bösner S; Pickert J; Stibane T
BMC Med Educ; 2015 Apr; 15():63. PubMed ID: 25879809
[TBL] [Abstract][Full Text] [Related]
19. Effecting curricular change through comprehensive course assessment: using structure and process to change outcomes.
Goldman EF; Swayze SS; Swinehart SE; Schroth WS
Acad Med; 2012 Mar; 87(3):300-7. PubMed ID: 22373621
[TBL] [Abstract][Full Text] [Related]
20. Using early clinical experiences to integrate quality-improvement learning into medical education.
Weeks WB; Robinson JL; Brooks WB; Batalden PB
Acad Med; 2000 Jan; 75(1):81-4. PubMed ID: 10667882
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
