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Journal Abstract Search

292 related items for PubMed ID: 29453906

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  • 3. The impact of socially-accountable, community-engaged medical education on graduates in the Central Philippines: Implications for the global rural medical workforce.
    Siega-Sur JL, Woolley T, Ross SJ, Reeve C, Neusy AJ.
    Med Teach; 2017 Oct; 39(10):1084-1091. PubMed ID: 28754058
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  • 4. Socially accountable medical education strengthens community health services.
    Woolley T, Halili SD, Siega-Sur JL, Cristobal FL, Reeve C, Ross SJ, Neusy AJ.
    Med Educ; 2018 Apr; 52(4):391-403. PubMed ID: 29266421
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  • 5. Can medical education in poor rural areas be cost-effective and sustainable: the case of the Ateneo de Zamboanga University School of Medicine.
    Cristobal F, Worley P.
    Rural Remote Health; 2012 Apr; 12():1835. PubMed ID: 22384807
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  • 6. A Curriculum for Achieving Universal Health Care: A Case Study of Ateneo de Zamboanga University School of Medicine.
    Guignona M, Halili S, Cristobal F, Woolley T, Reeve C, Ross SJ, Neusy AJ.
    Front Public Health; 2021 Apr; 9():612035. PubMed ID: 34026703
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  • 7. James Cook University's decentralised medical training model: an important part of the rural workforce pipeline in northern Australia.
    Woolley T, Sen Gupta T, Murray R.
    Rural Remote Health; 2016 Apr; 16(1):3611. PubMed ID: 26992830
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  • 8. Does a socially-accountable curriculum transform health professional students into competent, work-ready graduates? A cross-sectional study of three medical schools across three countries.
    Woolley T, Clithero-Eridon A, Elsanousi S, Othman AB.
    Med Teach; 2019 Dec; 41(12):1427-1433. PubMed ID: 31407932
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  • 9. Positive impacts on rural and regional workforce from the first seven cohorts of James Cook University medical graduates.
    Sen Gupta T, Woolley T, Murray R, Hays R, McCloskey T.
    Rural Remote Health; 2014 Dec; 14():2657. PubMed ID: 24645878
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  • 11. Does rural generalist focused medical school and family medicine training make a difference? Memorial University of Newfoundland outcomes.
    Rourke J, Asghari S, Hurley O, Ravalia M, Jong M, Graham W, Parsons W, Duggan N, O'Keefe D, Moffatt S, Stringer K, Sturge Sparkes C, Hippe J, Harris Walsh K, McKay D, Samarasena A.
    Rural Remote Health; 2018 Mar; 18(1):4426. PubMed ID: 29548259
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  • 13. Retaining graduates of non-metropolitan medical schools for practice in the local area: the importance of locally based postgraduate training pathways in Australia and Canada.
    Woolley T, Hogenbirk JC, Strasser R.
    Rural Remote Health; 2020 Aug; 20(3):5835. PubMed ID: 32862652
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  • 14. The Northern Ontario School of Medicine: responding to the needs of the people and communities of Northern Ontario.
    Strasser R, Lanphear J.
    Educ Health (Abingdon); 2008 Dec; 21(3):212. PubMed ID: 19967640
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  • 15. Outcomes of Australian rural clinical schools: a decade of success building the rural medical workforce through the education and training continuum.
    Greenhill JA, Walker J, Playford D.
    Rural Remote Health; 2015 Dec; 15(3):2991. PubMed ID: 26377746
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  • 17. A community-based strategy in medical education of the university of the philippines manila-school of health sciences - Lessons from innovations in human resources for health development in a developing country.
    Labarda CE, Pilar Labarda MD.
    Educ Health (Abingdon); 2018 Dec; 31(3):168-173. PubMed ID: 31134948
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  • 18. Putting communities in the driver's seat: the realities of community-engaged medical education.
    Strasser R, Worley P, Cristobal F, Marsh DC, Berry S, Strasser S, Ellaway R.
    Acad Med; 2015 Nov; 90(11):1466-70. PubMed ID: 26017354
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  • 19. Describing a medical school's rural activity footprint: setting selection and workforce distribution priorities.
    Fuller L, Beattie J, Versace VL, Rogers GD, McGrail MR.
    Rural Remote Health; 2024 Jul; 24(3):8316. PubMed ID: 39075776
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