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U.S. National Library of Medicine

247 related items for PubMed ID: 19563621

  • 1. Training simulated patients: evaluation of a training approach using self-assessment and peer/tutor feedback to improve performance.
    Perera J, Perera J, Abdullah J, Lee N.
    BMC Med Educ; 2009 Jun 29; 9():37. PubMed ID: 19563621
    [Abstract] [Full Text] [Related]

  • 2. The use of objective structured self-assessment and peer-feedback (OSSP) for learning communication skills: evaluation using a controlled trial.
    Perera J, Mohamadou G, Kaur S.
    Adv Health Sci Educ Theory Pract; 2010 May 29; 15(2):185-93. PubMed ID: 19757129
    [Abstract] [Full Text] [Related]

  • 3. Simulating the longitudinal doctor-patient relationship: experiences of simulated patients in successive consultations.
    Linssen T, van Dalen J, Rethans JJ.
    Med Educ; 2007 Sep 29; 41(9):873-8. PubMed ID: 17727528
    [Abstract] [Full Text] [Related]

  • 4. An analysis of peer, self, and tutor assessment in problem-based learning tutorials.
    Papinczak T, Young L, Groves M, Haynes M.
    Med Teach; 2007 Jun 29; 29(5):e122-32. PubMed ID: 17885964
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  • 5. Lessons learned from an adolescent simulated patient educational program: Five years of experience.
    Bokken L, Van Dalen J, Scherpbier A, Van Der Vleuten C, Rethans JJ.
    Med Teach; 2009 Jul 29; 31(7):605-12. PubMed ID: 18937136
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  • 6. [Integration of simulated patients into the study of human medicine in Germany].
    Fröhmel A, Burger W, Ortwein H.
    Dtsch Med Wochenschr; 2007 Mar 16; 132(11):549-54. PubMed ID: 17342630
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  • 7. Reflective teaching of medical communication skills with DiViDU: assessing the level of student reflection on recorded consultations with simulated patients.
    Hulsman RL, Harmsen AB, Fabriek M.
    Patient Educ Couns; 2009 Feb 16; 74(2):142-9. PubMed ID: 19062232
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  • 8. Evaluation of the effectiveness of postgraduate general medicine training by objective structured clinical examination---pilot study and reflection on the experiences of Kaohsiung Medical University Hospital.
    Tsai JC, Liu KM, Lee KT, Yen JC, Yen JH, Liu CK, Lai CS.
    Kaohsiung J Med Sci; 2008 Dec 16; 24(12):627-33. PubMed ID: 19251557
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  • 9. Effects of medical training scenarios on heart rate variability and motivation in students and simulated patients.
    Rieber N, Betz L, Enck P, Muth E, Nikendei C, Schrauth M, Werner A, Kowalski A, Zipfel S.
    Med Educ; 2009 Jun 16; 43(6):553-6. PubMed ID: 19493179
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  • 10. Does feedback matter? Practice-based learning for medical students after a multi-institutional clinical performance examination.
    Srinivasan M, Hauer KE, Der-Martirosian C, Wilkes M, Gesundheit N.
    Med Educ; 2007 Sep 16; 41(9):857-65. PubMed ID: 17727526
    [Abstract] [Full Text] [Related]

  • 11. Self- and peer assessment may not be an accurate measure of PBL tutorial process.
    Machado JL, Machado VM, Grec W, Bollela VR, Vieira JE.
    BMC Med Educ; 2008 Nov 27; 8():55. PubMed ID: 19038048
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  • 12. Helping each other to learn--a process evaluation of peer assisted learning.
    Glynn LG, MacFarlane A, Kelly M, Cantillon P, Murphy AW.
    BMC Med Educ; 2006 Mar 08; 6():18. PubMed ID: 16524464
    [Abstract] [Full Text] [Related]

  • 13. Six formats in simulated and standardized patients use, based on experiences of 13 undergraduate medical curricula in Belgium and the Netherlands.
    Rethans JJ, Grosfeld FJ, Aper L, Reniers J, Westen JH, van Wijngaarden JJ, van Weel-Baumgarten EM.
    Med Teach; 2012 Mar 08; 34(9):710-6. PubMed ID: 22905657
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  • 14. The risks and benefits of being a young female adolescent standardised patient.
    Blake KD, Gusella J, Greaven S, Wakefield S.
    Med Educ; 2006 Jan 08; 40(1):26-35. PubMed ID: 16441320
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  • 15. Explicitly linking teaching and assessment of communication skills.
    Cave J, Washer P, Sampson P, Griffin M, Noble L.
    Med Teach; 2007 May 08; 29(4):317-22. PubMed ID: 17786744
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  • 16. The effect of using standardized patients or peer role play on ratings of undergraduate communication training: a randomized controlled trial.
    Bosse HM, Schultz JH, Nickel M, Lutz T, Möltner A, Jünger J, Huwendiek S, Nikendei C.
    Patient Educ Couns; 2012 Jun 08; 87(3):300-6. PubMed ID: 22137189
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  • 17. The Southeast Scotland Foundation Doctor Teaching Programme--is "near-peer" teaching feasible, efficacious and sustainable on a regional scale?
    Rodrigues J, Sengupta A, Mitchell A, Kane C, Kane C, Maxwell S, Cameron H, Ross M, Ford M.
    Med Teach; 2009 Feb 08; 31(2):e51-7. PubMed ID: 19330665
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  • 18. Achieving 360° student feedback using SPaCE.
    Garry A, Stirling K.
    Clin Teach; 2012 Aug 08; 9(4):222-7. PubMed ID: 22783853
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  • 19. The impact of simulation on people who act as simulated patients: a focus group study.
    Bokken L, van Dalen J, Rethans JJ.
    Med Educ; 2006 Aug 08; 40(8):781-6. PubMed ID: 16869924
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  • 20. Comparison of self-directed learning versus instructor-modeled learning during a simulated clinical experience.
    LeFlore JL, Anderson M, Michael JL, Engle WD, Anderson J.
    Simul Healthc; 2007 Aug 08; 2(3):170-7. PubMed ID: 19088620
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