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PUBMED FOR HANDHELDS

Journal Abstract Search

417 related items for PubMed ID: 11948961

  • 1.
    ; . PubMed ID:
    [No Abstract] [Full Text] [Related]

  • 2. Attitudes among students and teachers on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum.
    Brynhildsen J, Dahle LO, Behrbohm Fallsberg M, Rundquist I, Hammar M.
    Med Teach; 2002 May; 24(3):286-8. PubMed ID: 12098415
    [Abstract] [Full Text] [Related]

  • 3. Transition of the medical curriculum from classical to integrated: problem-based approach and Australian way of keeping academia in medicine.
    Grković I.
    Croat Med J; 2005 Feb; 46(1):16-20. PubMed ID: 15726671
    [Abstract] [Full Text] [Related]

  • 4. [Introduction of a brief Problem-Based-Learning (PBL) experience in traditional medical faculty curriculum].
    Heyman SN, Reches A, Safadi R, Cohen R.
    Harefuah; 2007 Jun; 146(6):435-8, 502, 501. PubMed ID: 17760396
    [Abstract] [Full Text] [Related]

  • 5. Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linköping, Sweden.
    Dahle LO, Brynhildsen J, Behrbohm Fallsberg M, Rundquist I, Hammar M.
    Med Teach; 2002 May; 24(3):280-5. PubMed ID: 12098414
    [Abstract] [Full Text] [Related]

  • 6. Evolution of the New Pathway curriculum at Harvard Medical School: the new integrated curriculum.
    Dienstag JL.
    Perspect Biol Med; 2011 May; 54(1):36-54. PubMed ID: 21399382
    [Abstract] [Full Text] [Related]

  • 7. Lessons learned about integrating a medical school curriculum: perceptions of students, faculty and curriculum leaders.
    Muller JH, Jain S, Loeser H, Irby DM.
    Med Educ; 2008 Aug; 42(8):778-85. PubMed ID: 18627445
    [Abstract] [Full Text] [Related]

  • 8. Knowledge integration and reasoning as a function of instruction in a hybrid medical curriculum.
    Patel VL, Arocha JF, Chaudhari S, Karlin DR, Briedis DJ.
    J Dent Educ; 2005 Nov; 69(11):1186-211. PubMed ID: 16275683
    [Abstract] [Full Text] [Related]

  • 9. An effective integrated learning programme in the first year of the medical course.
    Vyas R, Jacob M, Faith M, Isaac B, Rabi S, Sathishkumar S, Selvakumar D, Ganesh A.
    Natl Med J India; 2008 Nov; 21(1):21-6. PubMed ID: 18472699
    [Abstract] [Full Text] [Related]

  • 10. Back to the basic sciences: an innovative approach to teaching senior medical students how best to integrate basic science and clinical medicine.
    Spencer AL, Brosenitsch T, Levine AS, Kanter SL.
    Acad Med; 2008 Jul; 83(7):662-9. PubMed ID: 18580085
    [Abstract] [Full Text] [Related]

  • 11. Anatomy education in a changing medical curriculum.
    Drake RL.
    Kaibogaku Zasshi; 1999 Aug; 74(4):487-90. PubMed ID: 10496094
    [Abstract] [Full Text] [Related]

  • 12. Curriculum developments in Australasian anatomy departments.
    Jones DG, Harris RJ.
    Clin Anat; 1998 Aug; 11(6):401-9. PubMed ID: 9800920
    [Abstract] [Full Text] [Related]

  • 13. Perception of the educational environment by medical students undergoing a curricular transition in Kuwait.
    Bouhaimed M, Thalib L, Doi SA.
    Med Princ Pract; 2009 Aug; 18(3):204-8. PubMed ID: 19349723
    [Abstract] [Full Text] [Related]

  • 14. Commentary: IDSA guidelines for improving the teaching of preclinical medical microbiology and infectious diseases.
    Southwick F, Katona P, Kauffman C, Monroe S, Pirofski LA, del Rio C, Gallis H, Dismukes W, Infectious Diseases Society of America Preclinical Curriculum Committee.
    Acad Med; 2010 Jan; 85(1):19-22. PubMed ID: 20042815
    [Abstract] [Full Text] [Related]

  • 15. Introducing clinical laboratory science: CLS students help shape the future.
    Sawyer BG, Hubbard J, Rice-Spearman L.
    Clin Lab Sci; 2006 Jan; 19(4):206-13. PubMed ID: 17181124
    [Abstract] [Full Text] [Related]

  • 16. Teaching pharmacology within a multidisciplinary organ system-based medical curriculum.
    Faingold CL, Dunaway GA.
    Naunyn Schmiedebergs Arch Pharmacol; 2002 Jul; 366(1):18-25. PubMed ID: 12107628
    [Abstract] [Full Text] [Related]

  • 17. Pathology in the new pathway of medical education at Harvard Medical School.
    Colvin RB, Wetzel MS.
    Am J Clin Pathol; 1989 Oct; 92(4 Suppl 1):S23-30. PubMed ID: 2801620
    [Abstract] [Full Text] [Related]

  • 18. A curriculum in systems-based care: experiential learning changes in student knowledge and attitudes.
    O'Connell MT, Rivo ML, Mechaber AJ, Weiss BA.
    Fam Med; 2004 Jan; 36 Suppl():S99-104. PubMed ID: 14961411
    [Abstract] [Full Text] [Related]

  • 19. Problem-based learning and teaching of medical pharmacology.
    Kwan CY.
    Naunyn Schmiedebergs Arch Pharmacol; 2002 Jul; 366(1):10-7. PubMed ID: 12107627
    [Abstract] [Full Text] [Related]

  • 20. Changing anatomy education and introduction of self assessment of teacher performance in Japan.
    Yamashina S.
    Kaibogaku Zasshi; 1999 Aug; 74(4):491-3. PubMed ID: 10496095
    [Abstract] [Full Text] [Related]

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