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Journal Abstract Search

723 related items for PubMed ID: 18230091

  • 1. Professionalism and the basic sciences: an untapped resource.
    Macpherson C, Kenny N.
    Med Educ; 2008 Feb; 42(2):183-8. PubMed ID: 18230091
    [Abstract] [Full Text] [Related]

  • 2. Teaching professionalism in science courses: anatomy to zoology.
    Macpherson CC.
    Kaohsiung J Med Sci; 2012 Feb; 28(2 Suppl):S8-12. PubMed ID: 22301013
    [Abstract] [Full Text] [Related]

  • 3. Paired basic science and clinical problem-based learning faculty teaching side by side: do students evaluate them differently?
    Stevenson FT, Bowe CM, Gandour-Edwards R, Kumari VG.
    Med Educ; 2005 Feb; 39(2):194-201. PubMed ID: 15679687
    [Abstract] [Full Text] [Related]

  • 4. Differences in medical students' explicit discourses of professionalism: acting, representing, becoming.
    Monrouxe LV, Rees CE, Hu W.
    Med Educ; 2011 Jun; 45(6):585-602. PubMed ID: 21564198
    [Abstract] [Full Text] [Related]

  • 5. Clinical competencies and the basic sciences: an online case tutorial paradigm for delivery of integrated clinical and basic science content.
    DiLullo C, Morris HJ, Kriebel RM.
    Anat Sci Educ; 2009 Oct; 2(5):238-43. PubMed ID: 19670214
    [Abstract] [Full Text] [Related]

  • 6. Learning professionalism: perspectives of preclinical medical students.
    Baernstein A, Oelschlager AM, Chang TA, Wenrich MD.
    Acad Med; 2009 May; 84(5):574-81. PubMed ID: 19704189
    [Abstract] [Full Text] [Related]

  • 7. The theory of planned behaviour in medical education: a model for integrating professionalism training.
    Archer R, Elder W, Hustedde C, Milam A, Joyce J.
    Med Educ; 2008 Aug; 42(8):771-7. PubMed ID: 18715476
    [Abstract] [Full Text] [Related]

  • 8. Viewpoint: learning professionalism: a view from the trenches.
    Brainard AH, Brislen HC.
    Acad Med; 2007 Nov; 82(11):1010-4. PubMed ID: 17971682
    [Abstract] [Full Text] [Related]

  • 9. Teaching professionalism: a South African perspective.
    Preez RR, Pickworth GE, Van Rooyen M.
    Med Teach; 2007 Nov; 29(9):e284-91. PubMed ID: 18158653
    [Abstract] [Full Text] [Related]

  • 10. [A new, problem oriented medicine curriculum in Utrecht: less basic science knowledge].
    Keijsers CJ, Custers EJ, ten Cate OT.
    Ned Tijdschr Geneeskd; 2009 Nov; 153():B400. PubMed ID: 19785897
    [Abstract] [Full Text] [Related]

  • 11. Senior medical students' appraisal of CanMEDS competencies.
    Rademakers JJ, de Rooy N, Ten Cate OT.
    Med Educ; 2007 Oct; 41(10):990-4. PubMed ID: 17822413
    [Abstract] [Full Text] [Related]

  • 12. From traditional to patient-centered learning: curriculum change as an intervention for changing institutional culture and promoting professionalism in undergraduate medical education.
    Christianson CE, McBride RB, Vari RC, Olson L, Wilson HD.
    Acad Med; 2007 Nov; 82(11):1079-88. PubMed ID: 17971696
    [Abstract] [Full Text] [Related]

  • 13. 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]

  • 14. Teaching professionalism in the early years of a medical curriculum: a qualitative study.
    Goldie J, Dowie A, Cotton P, Morrison J.
    Med Educ; 2007 Jun; 41(6):610-7. PubMed ID: 17518842
    [Abstract] [Full Text] [Related]

  • 15. Cleveland Clinic Lerner College of Medicine: an innovative approach to medical education and the training of physician investigators.
    Fishleder AJ, Henson LC, Hull AL.
    Acad Med; 2007 Apr; 82(4):390-6. PubMed ID: 17414197
    [Abstract] [Full Text] [Related]

  • 16. Interpreting course evaluation results: insights from thinkaloud interviews with medical students.
    Billings-Gagliardi S, Barrett SV, Mazor KM.
    Med Educ; 2004 Oct; 38(10):1061-70. PubMed ID: 15461651
    [Abstract] [Full Text] [Related]

  • 17. Integrating professionalism in early medical education: the theory and application of reflective practice in the anatomy curriculum.
    Lachman N, Pawlina W.
    Clin Anat; 2006 Jul; 19(5):456-60. PubMed ID: 16683241
    [Abstract] [Full Text] [Related]

  • 18. The value of basic science in clinical diagnosis: creating coherence among signs and symptoms.
    Woods NN, Brooks LR, Norman GR.
    Med Educ; 2005 Jan; 39(1):107-12. PubMed ID: 15612907
    [Abstract] [Full Text] [Related]

  • 19. Medical professionalism and the clinical anatomist.
    Swick HM.
    Clin Anat; 2006 Jul; 19(5):393-402. PubMed ID: 16317750
    [Abstract] [Full Text] [Related]

  • 20. The road to professionalism: reflective practice and reflective learning.
    Branch WT.
    Patient Educ Couns; 2010 Sep; 80(3):327-32. PubMed ID: 20570461
    [Abstract] [Full Text] [Related]

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