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 *

151 related articles for article (PubMed ID: 38115013)

  • 1. Mental health differences in medical students based on curriculum and gender.
    Jestin M; Sharma S; Jhaveri D; Mitchell B; Micciche D; Venkataraman V; Lambert K
    BMC Med Educ; 2023 Dec; 23(1):971. PubMed ID: 38115013
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Trainees' preferences regarding choice of place of work after completing medical training in traditional or problem-based learning/community-based education and service curricula: a study in Ghanaian medical schools.
    Amalba A; Abantanga FA; Scherpbier AJJA; van Mook WNKA
    Rural Remote Health; 2019 Sep; 19(3):5087. PubMed ID: 31476873
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Short-term outcomes of a near-full PBL curriculum in a new Taiwan medical school.
    Tsou KI; Cho SL; Lin CS; Sy LB; Yang LK; Chou TY; Chiang HS
    Kaohsiung J Med Sci; 2009 May; 25(5):282-93. PubMed ID: 19502151
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Non-cognitive characteristics of medical students: entry to problem-based and lecture-based curricula.
    Cariaga-Lo LD; Richards BF; Hollingsworth MA; Camp DL
    Med Educ; 1996 May; 30(3):179-86. PubMed ID: 8949551
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Problem-based versus conventional curricula: influence on knowledge and attitudes of medical students towards health research.
    Khan H; Taqui AM; Khawaja MR; Fatmi Z
    PLoS One; 2007 Jul; 2(7):e632. PubMed ID: 17637847
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Learning contexts at two UK medical schools: a comparative study using mixed methods.
    Grant A; Kinnersley P; Field M
    BMC Res Notes; 2012 Mar; 5():153. PubMed ID: 22429681
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Burnout in early year medical students: experiences, drivers and the perceived value of a reflection-based intervention.
    Prendergast M; Cardoso Pinto AM; Harvey CJ; Muir E
    BMC Med Educ; 2024 Jan; 24(1):7. PubMed ID: 38172864
    [TBL] [Abstract][Full Text] [Related]  

  • 8. A study on the personal traits and knowledge base of Taiwanese medical students following problem-based learning instructions.
    Luh SP; Yu MN; Lin YR; Chou MJ; Chou MC; Chen JY
    Ann Acad Med Singap; 2007 Sep; 36(9):743-50. PubMed ID: 17925982
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Improved performance of students instructed in a hybrid PBL format.
    Lian J; He F
    Biochem Mol Biol Educ; 2013; 41(1):5-10. PubMed ID: 23382120
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Implementation of problem-based learning in medical education in Korea.
    Yeo S; Chang BH
    Korean J Med Educ; 2017 Dec; 29(4):271-282. PubMed ID: 29207458
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Medical students preference of problem-based learning or traditional lectures in King Abdulaziz University, Jeddah, Saudi Arabia.
    Ibrahim NK; Banjar S; Al-Ghamdi A; Al-Darmasi M; Khoja A; Turkistani J; Arif R; Al-Sebyani A; Musawa AA; Basfar W
    Ann Saudi Med; 2014; 34(2):128-33. PubMed ID: 24894781
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Comparing students' attitudes in problem-based and conventional curricula.
    Kaufman DM; Mann KV
    Acad Med; 1996 Oct; 71(10):1096-9. PubMed ID: 9177645
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches.
    Gustin MP; Abbiati M; Bonvin R; Gerbase MW; Baroffio A
    Med Educ Online; 2018 Dec; 23(1):1489690. PubMed ID: 29966510
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Evaluating learning among undergraduate medical students in schools with traditional and problem-based curricula.
    Meo SA
    Adv Physiol Educ; 2013 Sep; 37(3):249-53. PubMed ID: 24022771
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Predictors of emotional wellbeing in osteopathic medical students in a COVID-19 world.
    Jacobs R; Lanspa M; Kane M; Caballero J
    J Osteopath Med; 2021 Feb; 121(5):455-461. PubMed ID: 33694347
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Students' perception towards the problem based learning tutorial session in a system-based hybrid curriculum.
    Al-Drees AA; Khalil MS; Irshad M; Abdulghani HM
    Saudi Med J; 2015 Mar; 36(3):341-8. PubMed ID: 25737178
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Evaluation of problem-based learning curriculum implementation in a clerkship rotation of a newly established African medical training institution: lessons from the University of Botswana.
    Tshitenge ST; Ndhlovu CE; Ogundipe R
    Pan Afr Med J; 2017; 27():13. PubMed ID: 28748015
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Problem- vs. lecture-based pharmacology teaching in a German medical school.
    Michel MC; Bischoff A; Zu Heringdorf M; Neumann D; Jakobs KH
    Naunyn Schmiedebergs Arch Pharmacol; 2002 Jul; 366(1):64-8. PubMed ID: 12107635
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Comparing hybrid problem-based and lecture learning (PBL + LBL) with LBL pedagogy on clinical curriculum learning for medical students in China: a meta-analysis of randomized controlled trials.
    Liu CX; Ouyang WW; Wang XW; Chen D; Jiang ZL
    Medicine (Baltimore); 2020 Apr; 99(16):e19687. PubMed ID: 32311943
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Undergraduate Knowledge of Osteopathic Medicine: What Premedical Students Know About Osteopathic Medicine and Its Effect on Burnout.
    Collins PB; Collins L; Darrow GB; Sepede J
    J Am Osteopath Assoc; 2020 Dec; 120(12):855-864. PubMed ID: 33136141
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 8.