These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.
154 related articles for article (PubMed ID: 33655141)
21. Defining Successful Practice Within Health Systems Science Among Entering Residents: A Single-Institution Qualitative Study of Graduate Medical Education Faculty Observations. Ridinger HA; Bonnet K; Schlundt DG; Tekian A; Riddle J; Lomis KD Acad Med; 2021 Nov; 96(11S):S126-S135. PubMed ID: 34380937 [TBL] [Abstract][Full Text] [Related]
22. A community-engaged interprofessional project led by medical students, school of social work students, and resident physicians: lessons learned and recommendations for success. Orta S; Santos Cantu D; Fonseca GA; Torres-Hostos L; Chang C J Interprof Care; 2024 Aug; ():1-8. PubMed ID: 39169873 [TBL] [Abstract][Full Text] [Related]
23. Effectiveness of a Faculty Development Course on Delivering Learner-Centered Feedback Utilizing the Flipped Training Model. Church B; Corser WD; Harrison A Spartan Med Res J; 2018 Apr; 3(1):6514. PubMed ID: 33655131 [TBL] [Abstract][Full Text] [Related]
24. GME Concentrations: A Collaborative Interdisciplinary Approach to Learner-Driven Education. Nagler A; Chudgar SM; Rudd M; Whicker SA; Gagliardi JP; Narayan A; Heflin MT; Gordon DC; Andolsek KM J Grad Med Educ; 2015 Sep; 7(3):422-9. PubMed ID: 26457150 [TBL] [Abstract][Full Text] [Related]
25. Commentary: teaching health centers and the path to graduate medical education reform. Rich EC Acad Med; 2012 Dec; 87(12):1651-3. PubMed ID: 23187911 [TBL] [Abstract][Full Text] [Related]
26. The Health Professions Education Pathway: Preparing Students, Residents, and Fellows to Become Future Educators. Chen HC; Wamsley MA; Azzam A; Julian K; Irby DM; O'Sullivan PS Teach Learn Med; 2017; 29(2):216-227. PubMed ID: 27813688 [TBL] [Abstract][Full Text] [Related]
27. Leadership Training in Graduate Medical Education: Time for a Requirement? True MW; Folaron I; Colburn JA; Wardian JL; Hawley-Molloy JS; Hartzell JD Mil Med; 2020 Feb; 185(1-2):e11-e16. PubMed ID: 31219163 [TBL] [Abstract][Full Text] [Related]
28. Comprehensive Assessment of Clinical Learning Environments to Drive Improvement: Lessons Learned from a Pilot Program. Bernal J; Cresalia N; Fuller J; Gin B; Laves E; Lupton K; Malkina A; Marmor A; Wheeler D; Williams M; van Schaik S Teach Learn Med; 2023; 35(5):565-576. PubMed ID: 36001491 [No Abstract] [Full Text] [Related]
29. Collaborative governance of multiinstitutional graduate medical education: lessons from the McGaw Medical Center of Northwestern University. Curry RH; Burgener AJ; Dooley SL; Christopher RP Acad Med; 2008 Jun; 83(6):568-73. PubMed ID: 18520462 [TBL] [Abstract][Full Text] [Related]
30. Perceived Importance of Pursuing Osteopathic Recognition in the Single Accreditation System: A Survey of Medical Students, Residents, and Faculty. Hortos K; Corser W; Church B; Rohrer J; Waarala K J Am Osteopath Assoc; 2017 Oct; 117(10):651-659. PubMed ID: 28973182 [TBL] [Abstract][Full Text] [Related]
31. The Graduate Medical Education (GME) Gold Rush: GME Slots and Funding as a Financial Asset. Aizenberg DJ; Logio LS Acad Med; 2020 Apr; 95(4):503-505. PubMed ID: 31850951 [TBL] [Abstract][Full Text] [Related]
32. Allopathic and Osteopathic Medicine Unify GME Accreditation: A Historic Convergence. Ahmed AH; Schnatz PF; Adashi EY Fam Med; 2017 May; 49(5):374-377. PubMed ID: 28535318 [TBL] [Abstract][Full Text] [Related]
33. Designing a National Longitudinal Faculty Development Curriculum Focused on Educational Scholarship: Process, Outcomes, and Lessons Learned. Chandran L; Gusic ME; Lane JL; Baldwin CD Teach Learn Med; 2017; 29(3):337-350. PubMed ID: 28632010 [TBL] [Abstract][Full Text] [Related]
34. Single Accreditation and The Match: How Does the Change Affect Osteopathic Graduates? Culbertson RL; Kadavakollu S; Boyanovsky B MedEdPublish (2016); 2020; 9():66. PubMed ID: 38058915 [TBL] [Abstract][Full Text] [Related]
35. Bridging the Gap: A Framework and Strategies for Integrating the Quality and Safety Mission of Teaching Hospitals and Graduate Medical Education. Tess A; Vidyarthi A; Yang J; Myers JS Acad Med; 2015 Sep; 90(9):1251-7. PubMed ID: 26039138 [TBL] [Abstract][Full Text] [Related]
36. The Action Research Program: Experiential Learning in Systems-Based Practice for First-Year Medical Students. Ackerman SL; Boscardin C; Karliner L; Handley MA; Cheng S; Gaither TW; Hagey J; Hennein L; Malik F; Shaw B; Trinidad N; Zahner G; Gonzales R Teach Learn Med; 2016; 28(2):183-91. PubMed ID: 27064720 [TBL] [Abstract][Full Text] [Related]
37. The successful, rapid transition to a new model of graduate medical education in Singapore. Huggan PJ; Samarasekara DD; Archuleta S; Khoo SM; Sim JH; Sin CS; Ooi SB Acad Med; 2012 Sep; 87(9):1268-73. PubMed ID: 22836841 [TBL] [Abstract][Full Text] [Related]
38. Implementation of a college-wide GME core curriculum. Medio FJ; Arana GW; McCurdy L Acad Med; 2001 Apr; 76(4):331-6. PubMed ID: 11299144 [TBL] [Abstract][Full Text] [Related]
39. GME Innovations Grant Program at the University of Michigan Health System-Fostering Changes in Education and Clinical Care. Colletti LM; Kolars JC; Woolliscroft JO J Grad Med Educ; 2013 Dec; 5(4):665-7. PubMed ID: 24455020 [TBL] [Abstract][Full Text] [Related]
40. Meeting ACGME Standards Under a Unified Accreditation System: Challenges for Osteopathic Graduate Medical Education Programs. Cummings M Acad Med; 2017 Jul; 92(7):936-942. PubMed ID: 28657554 [TBL] [Abstract][Full Text] [Related] [Previous] [Next] [New Search]