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Journal Abstract Search

511 related items for PubMed ID: 14754705

  • 1. Increasing recruitment of quality students to obstetrics and gynecology: impact of a structured clerkship.
    Dunn TS, Wolf D, Beuler J, Coddington CC.
    Obstet Gynecol; 2004 Feb; 103(2):339-41. PubMed ID: 14754705
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  • 2. Incorporating problem-based learning into an obstetrics/gynecology clerkship: impact on student satisfaction and grades.
    Nalesnik SW, Heaton JO, Olsen CH, Haffner WH, Zahn CM.
    Am J Obstet Gynecol; 2004 May; 190(5):1375-81. PubMed ID: 15167844
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  • 3. Medical student evaluation of teaching quality between obstetrics and gynecology residents and faculty as clinical preceptors in ambulatory gynecology.
    Johnson NR, Chen J.
    Am J Obstet Gynecol; 2006 Nov; 195(5):1479-83. PubMed ID: 16875655
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  • 4. How do medical student self-assessments compare with their final clerkship grades?
    Weiss PM, Koller CA, Hess LW, Wasser T.
    Med Teach; 2005 Aug; 27(5):445-9. PubMed ID: 16147799
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  • 5. Intersecting gender, evaluations, and examinations: Averting gender bias in an obstetrics and gynecology clerkship in the United States.
    Jacques L, Kaljo K, Treat R, Davis J, Farez R, Lund M.
    Educ Health (Abingdon); 2016 Aug; 29(1):25-9. PubMed ID: 26996795
    [Abstract] [Full Text] [Related]

  • 6. Using a computer presentation program and a web-based program to teach the core rotation in obstetrics and gynecology.
    Ogunyemi D.
    J Reprod Med; 2007 Sep; 52(9):787-92. PubMed ID: 17939594
    [Abstract] [Full Text] [Related]

  • 7. Attitudes of faculty and students toward case-based learning in the third-year obstetrics and gynecology clerkship.
    Hansen WF, Ferguson KJ, Sipe CS, Sorosky J.
    Am J Obstet Gynecol; 2005 Feb; 192(2):644-7. PubMed ID: 15696016
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  • 8. Improved performance and student satisfaction after implementation of a problem-based preclinical obstetrics and gynecology curriculum.
    Casey PM, Magrane D, Lesnick TG.
    Am J Obstet Gynecol; 2005 Nov; 193(5):1874-8. PubMed ID: 16260252
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  • 9. Teaching residents how to teach improves quality of clerkship.
    Hammoud MM, Haefner HK, Schigelone A, Gruppen LD.
    Am J Obstet Gynecol; 2004 Nov; 191(5):1741-5. PubMed ID: 15547557
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  • 11. Comparison of problem-based and traditional education on student performance in the obstetrics and gynecology clerkship.
    Phelan ST, Jackson JR, Berner ES.
    Obstet Gynecol; 1993 Jul; 82(1):159-61. PubMed ID: 8515918
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  • 12. The obstetrics and gynecology clerkship: building a better model from past experience.
    Burke WM, Williams JA, Fenner DE, Hammoud MM.
    Am J Obstet Gynecol; 2004 Nov; 191(5):1772-6. PubMed ID: 15547562
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  • 17. Order of rotation in third-year clerkships. Influence on academic performance.
    Hampton HL, Collins BJ, Perry KG, Meydrech EF, Wiser WL, Morrison JC.
    J Reprod Med; 1996 May; 41(5):337-40. PubMed ID: 8725759
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  • 18. The University of Tennessee Teaching Effectiveness Score.
    Santoso JT, Tyndall M, Elmore T, Tillmanns T, Wan J.
    Tenn Med; 2009 Dec; 102(12):43-6. PubMed ID: 20039579
    [Abstract] [Full Text] [Related]

  • 19. Creating an ideal objective structured clinical exam for an obstetrics and gynecology medical student clerkship.
    Nalesnik SW, Mills CS, Olsen CH, Haffner WH, Zahn CM.
    Am J Obstet Gynecol; 2005 Oct; 193(4):1544-50. PubMed ID: 16202754
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  • 20. Effect of quantitative feedback on student performance on the National Board Medical Examination in an obstetrics and gynecology clerkship.
    Brar MK, Laube DW, Bett GC.
    Am J Obstet Gynecol; 2007 Nov; 197(5):530.e1-5. PubMed ID: 17980197
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