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Journal Abstract Search

382 related items for PubMed ID: 16400223

  • 1. Faculty opinion survey following attendance to teacher training workshop in Kathmandu Medical College.
    Joshi S, Pradhan A, Dixit H.
    Kathmandu Univ Med J (KUMJ); 2004; 2(3):244-51. PubMed ID: 16400223
    [Abstract] [Full Text] [Related]

  • 2. An evaluation of training of teachers in medical education in four medical schools of Nepal.
    Baral N, Paudel BH, Das BK, Aryal M, Das BP, Jha N, Lamsal M.
    Nepal Med Coll J; 2007 Sep; 9(3):157-61. PubMed ID: 18092430
    [Abstract] [Full Text] [Related]

  • 3. See one, do one, teach one--exploring the core teaching beliefs of medical school faculty.
    Williams RG, Klamen DL.
    Med Teach; 2006 Aug; 28(5):418-24. PubMed ID: 16973453
    [Abstract] [Full Text] [Related]

  • 4. PBL core skills faculty development workshop 2: Training faculty in group learning facilitation skills through role-modeling and role-play activities.
    Wuenschell CW, Dalrymple KR, Shuler CF.
    J Dent Educ; 2007 May; 71(5):606-18. PubMed ID: 17493970
    [Abstract] [Full Text] [Related]

  • 5. A qualitative assessment of systematic instructional design training by CLS faculty members.
    Freeman V, Larson C, Holcomb JD.
    Clin Lab Sci; 2005 May; 18(4):248-53. PubMed ID: 16315743
    [Abstract] [Full Text] [Related]

  • 6. Observed versus reported precepting skills: teaching behaviours in a community ambulatory clerkship.
    Bardella IJ, Janosky J, Elnicki DM, Ploof D, Kolarik R.
    Med Educ; 2005 Oct; 39(10):1036-44. PubMed ID: 16178831
    [Abstract] [Full Text] [Related]

  • 7. The development of medical teachers: an enquiry into the learning histories of 10 experienced medical teachers.
    MacDougall J, Drummond MJ.
    Med Educ; 2005 Dec; 39(12):1213-20. PubMed ID: 16313580
    [Abstract] [Full Text] [Related]

  • 8. Learning styles of preclinical students in a medical college in western Nepal.
    Shankar PR, Dubey AK, Binu VS, Subish P, Deshpande VY.
    Kathmandu Univ Med J (KUMJ); 2006 Dec; 4(3):390-5. PubMed ID: 18603940
    [Abstract] [Full Text] [Related]

  • 9. Training workshops in problem-based learning: changing faculty attitudes and perceptions in a Pakistani medical college.
    Zaidi Z, Zaidi SM, Razzaq Z, Luqman M, Moin S.
    Educ Health (Abingdon); 2010 Nov; 23(3):440. PubMed ID: 21290363
    [Abstract] [Full Text] [Related]

  • 10. Teacher training for medical faculty and residents.
    Craig JL.
    CMAJ; 1988 Nov 15; 139(10):949-52. PubMed ID: 3179868
    [Abstract] [Full Text] [Related]

  • 11. A prospective study of medical students' perspective of teaching-learning media: reiterating the importance of feedback.
    Dhaliwal U.
    J Indian Med Assoc; 2007 Nov 15; 105(11):621-3, 636. PubMed ID: 18405087
    [Abstract] [Full Text] [Related]

  • 12. A two-day teacher-training programme for medical residents: investigating the impact on teaching ability.
    Busari JO, Scherpbier AJ, van der Vleuten CP, Essed GG.
    Adv Health Sci Educ Theory Pract; 2006 May 15; 11(2):133-44. PubMed ID: 16729241
    [Abstract] [Full Text] [Related]

  • 13. Putting practice into teaching: an exploratory study of nursing undergraduates' interpersonal skills and the effects of using empirical data as a teaching and learning resource.
    Aled J.
    J Clin Nurs; 2007 Dec 15; 16(12):2297-307. PubMed ID: 18036120
    [Abstract] [Full Text] [Related]

  • 14. An analysis of clinical teacher behaviour in a nursing practicum in Taiwan.
    Hsu LL.
    J Clin Nurs; 2006 May 15; 15(5):619-28. PubMed ID: 16629971
    [Abstract] [Full Text] [Related]

  • 15. Long-term outcomes of a primary care faculty development program at the University of Wisconsin.
    Gjerde CL, Hla KM, Kokotailo PK, Anderson B.
    Fam Med; 2008 Sep 15; 40(8):579-84. PubMed ID: 18988045
    [Abstract] [Full Text] [Related]

  • 16. Functional anatomy of the cardiovascular system: professional development for PreK-3 teachers using a "train and equip" method results in learning opportunities for students.
    Burns ER.
    Anat Sci Educ; 2008 Sep 15; 1(3):119-25. PubMed ID: 19177393
    [Abstract] [Full Text] [Related]

  • 17. Student views on the effective teaching of physical examination skills: a qualitative study.
    Martens MJ, Duvivier RJ, van Dalen J, Verwijnen GM, Scherpbier AJ, van der Vleuten CP.
    Med Educ; 2009 Feb 15; 43(2):184-91. PubMed ID: 19161490
    [Abstract] [Full Text] [Related]

  • 18. Qualitative assessment of the long-term impact of a faculty development programme in teaching skills.
    Knight AM, Carrese JA, Wright SM.
    Med Educ; 2007 Jun 15; 41(6):592-600. PubMed ID: 17518840
    [Abstract] [Full Text] [Related]

  • 19. Short-term outcomes and long-term impact of a programme in medical education for medical students.
    Andreatta PB, Hillard ML, Murphy MA, Gruppen LD, Mullan PB.
    Med Educ; 2009 Mar 15; 43(3):260-7. PubMed ID: 19250353
    [Abstract] [Full Text] [Related]

  • 20. Characteristics of effective classroom teachers as identified by students and professionals: a qualitative study.
    Jahangiri L, Mucciolo TW.
    J Dent Educ; 2008 Apr 15; 72(4):484-93. PubMed ID: 18381854
    [Abstract] [Full Text] [Related]

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