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.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

160 related articles for article (PubMed ID: 34183608)

  • 21. Aiming Beyond Competent: The Application of the Taxonomy of Significant Learning to Medical Education.
    Branzetti J; Gisondi MA; Hopson LR; Regan L
    Teach Learn Med; 2019; 31(4):466-478. PubMed ID: 30686049
    [No Abstract]   [Full Text] [Related]  

  • 22. AM last page: mastery learning with deliberate practice in medical education.
    McGaghie WC; Barsuk JH; Wayne DB
    Acad Med; 2015 Nov; 90(11):1575. PubMed ID: 26287916
    [No Abstract]   [Full Text] [Related]  

  • 23. From Flexner to competencies: reflections on a decade and the journey ahead.
    Carraccio CL; Englander R
    Acad Med; 2013 Aug; 88(8):1067-73. PubMed ID: 23807096
    [TBL] [Abstract][Full Text] [Related]  

  • 24. Competency-based medical education: the wave of the future.
    Caccia N; Nakajima A; Kent N
    J Obstet Gynaecol Can; 2015 Apr; 37(4):349-353. PubMed ID: 26001689
    [TBL] [Abstract][Full Text] [Related]  

  • 25. Entrustable Professional Activities as a Novel Framework for Pharmacy Education.
    Jarrett JB; Berenbrok LA; Goliak KL; Meyer SM; Shaughnessy AF
    Am J Pharm Educ; 2018 Jun; 82(5):6256. PubMed ID: 30013239
    [TBL] [Abstract][Full Text] [Related]  

  • 26. Development of a Postgraduate Community Pharmacist Specialization Program Using CanMEDS Competencies, and Entrustable Professional Activities.
    Westein MPD; de Vries H; Floor A; Koster AS; Buurma H
    Am J Pharm Educ; 2019 Aug; 83(6):6863. PubMed ID: 31507284
    [No Abstract]   [Full Text] [Related]  

  • 27. Building a Framework of Entrustable Professional Activities, Supported by Competencies and Milestones, to Bridge the Educational Continuum.
    Carraccio C; Englander R; Gilhooly J; Mink R; Hofkosh D; Barone MA; Holmboe ES
    Acad Med; 2017 Mar; 92(3):324-330. PubMed ID: 26959225
    [TBL] [Abstract][Full Text] [Related]  

  • 28. Student perspectives on assessment: experience in a competency-based portfolio system.
    Altahawi F; Sisk B; Poloskey S; Hicks C; Dannefer EF
    Med Teach; 2012; 34(3):221-5. PubMed ID: 22364454
    [TBL] [Abstract][Full Text] [Related]  

  • 29. Blended programmatic assessment for competency-based curricula: Is it the way forward?
    Iyer PB
    J Postgrad Med; 2021; 67(1):4-5. PubMed ID: 33565470
    [No Abstract]   [Full Text] [Related]  

  • 30. The Clinical Learning Environment and Workplace-Based Assessment: Frameworks, Strategies, and Implementation.
    Henry D; West DC
    Pediatr Clin North Am; 2019 Aug; 66(4):839-854. PubMed ID: 31230626
    [TBL] [Abstract][Full Text] [Related]  

  • 31. Keynote address: the focus on competencies and individual learner assessment as emerging themes in medical education research.
    Hamstra SJ
    Acad Emerg Med; 2012 Dec; 19(12):1336-43. PubMed ID: 23279242
    [TBL] [Abstract][Full Text] [Related]  

  • 32. Educational Impact Drives Feasibility of Implementing Daily Assessment in the Workplace.
    Nathoo NA; Sidhu R; Gingerich A
    Teach Learn Med; 2020; 32(4):389-398. PubMed ID: 32129088
    [No Abstract]   [Full Text] [Related]  

  • 33. Distant and Hidden Figures: Foregrounding Patients in the Development, Content, and Implementation of Entrustable Professional Activities.
    Sebok-Syer SS; Gingerich A; Holmboe ES; Lingard L; Turner DA; Schumacher DJ
    Acad Med; 2021 Jul; 96(7S):S76-S80. PubMed ID: 34183606
    [TBL] [Abstract][Full Text] [Related]  

  • 34. Qualitative and quantitative feedback in the context of competency-based education.
    Tekian A; Watling CJ; Roberts TE; Steinert Y; Norcini J
    Med Teach; 2017 Dec; 39(12):1245-1249. PubMed ID: 28927332
    [TBL] [Abstract][Full Text] [Related]  

  • 35. Competency-based medical education and the McNamara fallacy: Assessing the important or making the assessed important?
    Singh T; Shah N
    J Postgrad Med; 2023; 69(1):35-40. PubMed ID: 36255018
    [TBL] [Abstract][Full Text] [Related]  

  • 36. The Minnesota Method: A Learner-Driven, Entrustable Professional Activity-Based Comprehensive Program of Assessment for Medical Students.
    Hobday PM; Borman-Shoap E; Cullen MJ; Englander R; Murray KE
    Acad Med; 2021 Jul; 96(7S):S50-S55. PubMed ID: 34183602
    [TBL] [Abstract][Full Text] [Related]  

  • 37. The 2014 Claude Bernard Distinguished Lecture: the social contract of learning.
    Carroll RG
    Adv Physiol Educ; 2015 Mar; 39(1):1-4. PubMed ID: 25727463
    [TBL] [Abstract][Full Text] [Related]  

  • 38. Developing a Competency-Based Learning and Assessment System for Residency Training: Analysis Study of User Requirements and Acceptance.
    Hsiao CT; Chou FC; Hsieh CC; Chang LC; Hsu CM
    J Med Internet Res; 2020 Apr; 22(4):e15655. PubMed ID: 32286233
    [TBL] [Abstract][Full Text] [Related]  

  • 39. In response to 'medical education: striving for mediocrity?'.
    Clarke RM; Morgan MK
    Med Educ; 2010 Jun; 44(6):630. PubMed ID: 20604860
    [No Abstract]   [Full Text] [Related]  

  • 40. Advancing Competency-Based Medical Education: A Charter for Clinician-Educators.
    Carraccio C; Englander R; Van Melle E; Ten Cate O; Lockyer J; Chan MK; Frank JR; Snell LS;
    Acad Med; 2016 May; 91(5):645-9. PubMed ID: 26675189
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 8.