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Journal Abstract Search

485 related items for PubMed ID: 16733987

  • 1. [Effects of problem-based medical education: 16 Dutch curriculum comparisons].
    Schmidt HG.
    Ned Tijdschr Geneeskd; 2006 May 13; 150(19):1085-9. PubMed ID: 16733987
    [Abstract] [Full Text] [Related]

  • 2. Differential student attrition and differential exposure mask effects of problem-based learning in curriculum comparison studies.
    Schmidt HG, Muijtjens AM, Van der Vleuten CP, Norman GR.
    Acad Med; 2012 Apr 13; 87(4):463-75. PubMed ID: 22361797
    [Abstract] [Full Text] [Related]

  • 3. [Methods in the evaluation of medical students].
    Tscherning T, Christensen HC, Bilde A, Thomsen HS, Jaszczak PP.
    Ugeskr Laeger; 1999 Jan 04; 161(1):22-6. PubMed ID: 9922683
    [Abstract] [Full Text] [Related]

  • 4. Medical students' attitudes toward underserved patients: a longitudinal comparison of problem-based and traditional medical curricula.
    Crandall SJ, Reboussin BA, Michielutte R, Anthony JE, Naughton MJ.
    Adv Health Sci Educ Theory Pract; 2007 Feb 04; 12(1):71-86. PubMed ID: 17041814
    [Abstract] [Full Text] [Related]

  • 5. Impact of problem-based, active learning on graduation rates for 10 generations of Dutch medical students.
    Schmidt HG, Cohen-Schotanus J, Arends LR.
    Med Educ; 2009 Mar 04; 43(3):211-8. PubMed ID: 19250347
    [Abstract] [Full Text] [Related]

  • 6. Impact on knowledge acquisition of the transition from a conventional to an integrated contextual medical curriculum.
    Van der Veken J, Valcke M, De Maeseneer J, Schuwirth L, Derese A.
    Med Educ; 2009 Jul 04; 43(7):704-13. PubMed ID: 19573195
    [Abstract] [Full Text] [Related]

  • 7. Longterm effects of problem-based learning: a comparison of competencies acquired by graduates of a problem-based and a conventional medical school.
    Schmidt HG, Vermeulen L, van der Molen HT.
    Med Educ; 2006 Jun 04; 40(6):562-7. PubMed ID: 16700772
    [Abstract] [Full Text] [Related]

  • 8. Strengthening public health medicine training for medical students: development and evaluation of a lifestyle curriculum.
    Barss P, Grivna M, Al-Maskari F, Kershaw G.
    Med Teach; 2008 Jun 04; 30(9-10):e196-218. PubMed ID: 19117217
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  • 10. Reasoning versus knowledge retention and ascertainment throughout a problem-based learning curriculum.
    Collard A, Gelaes S, Vanbelle S, Bredart S, Defraigne JO, Boniver J, Bourguignon JP.
    Med Educ; 2009 Sep 04; 43(9):854-65. PubMed ID: 19709010
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  • 12. Impact of undergraduate medical training on housestaff problem-solving performance: implications for problem-based curricula.
    Patel VL, Arocha JF, Leccisi MS.
    J Dent Educ; 2001 Nov 04; 65(11):1199-218. PubMed ID: 11765866
    [Abstract] [Full Text] [Related]

  • 13. Clinical skills training in a skills lab compared with skills training in internships: comparison of skills development curricula.
    Peeraer G, Scherpbier AJ, Remmen R, De winter BY, Hendrickx K, van Petegem P, Weyler J, Bossaert L.
    Educ Health (Abingdon); 2007 Nov 04; 20(3):125. PubMed ID: 18080964
    [Abstract] [Full Text] [Related]

  • 14. A comparison of problem-based learning and traditional curricula in baccalaureate respiratory therapy education.
    Beachey WD.
    Respir Care; 2007 Nov 04; 52(11):1497-506. PubMed ID: 17971253
    [Abstract] [Full Text] [Related]

  • 15. The first batch of graduates of a new medical curriculum in Asia: how their teachers see them.
    Lam TP, Khoo US, Chan YS, Cheng YH, Lam KF.
    Med Educ; 2004 Sep 04; 38(9):980-6. PubMed ID: 15327680
    [Abstract] [Full Text] [Related]

  • 16. [Full clinical placements for medical students can start as early as the third year of medical training].
    ter Braak EW, Gooszen HG.
    Ned Tijdschr Geneeskd; 2007 Oct 20; 151(42):2342. PubMed ID: 18064938
    [Abstract] [Full Text] [Related]

  • 17. Use of portfolios by medical students: significance of critical thinking.
    Azer SA.
    Kaohsiung J Med Sci; 2008 Jul 20; 24(7):361-6. PubMed ID: 18805751
    [Abstract] [Full Text] [Related]

  • 18. Transition to clinical training: influence of pre-clinical knowledge and skills, and consequences for clinical performance.
    van Hell EA, Kuks JB, Schönrock-Adema J, van Lohuizen MT, Cohen-Schotanus J.
    Med Educ; 2008 Aug 20; 42(8):830-7. PubMed ID: 18564098
    [Abstract] [Full Text] [Related]

  • 19. Qualitative differences in knowledge structure are associated with diagnostic performance in medical students.
    Coderre S, Jenkins D, McLaughlin K.
    Adv Health Sci Educ Theory Pract; 2009 Dec 20; 14(5):677-84. PubMed ID: 19107567
    [Abstract] [Full Text] [Related]

  • 20. Problem-based learning outcomes: ten years of experience at the University of Missouri-Columbia School of Medicine.
    Hoffman K, Hosokawa M, Blake R, Headrick L, Johnson G.
    Acad Med; 2006 Jul 20; 81(7):617-25. PubMed ID: 16799282
    [Abstract] [Full Text] [Related]

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