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Similar articles for PMID: 2299410

Showing 1 to 12 of 35 entries
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A beginning knowledge base for writing behavioral objectives.

Nephrology nurse

Hekelman F.
PMID: 261219
Nephrol Nurse. 1979 Nov-Dec;1(6):30-3.

No abstract available.

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Hekelman F. A beginning knowledge base for writing behavioral objectives. Nephrol Nurse. 1979;1(6):30-3
Hekelman, F. (1979). A beginning knowledge base for writing behavioral objectives. Nephrology nurse, 1(6), 30-3.
Hekelman, F. "A beginning knowledge base for writing behavioral objectives." Nephrology nurse vol. 1,6 (1979): 30-3.
Hekelman F. A beginning knowledge base for writing behavioral objectives. Nephrol Nurse. 1979 Nov-Dec;1(6):30-3. PMID: 261219.
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Writing behavioral objectives for continuing education.

The Arizona nurse

Wintergalen B, Skupien MB.
PMID: 3426403
Ariz Nurse. 1987 Sep-Oct;40(5):6, 15.

No abstract available.

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Wintergalen B, Skupien MB. Writing behavioral objectives for continuing education. Ariz Nurse. 1987;40(5):6, 15
Wintergalen, B., & Skupien, M. B. (1987). Writing behavioral objectives for continuing education. The Arizona nurse, 40(5), 6, 15.
Wintergalen, B, and Skupien, M B. "Writing behavioral objectives for continuing education." The Arizona nurse vol. 40,5 (1987): 6, 15.
Wintergalen B, Skupien MB. Writing behavioral objectives for continuing education. Ariz Nurse. 1987 Sep-Oct;40(5):6, 15. PMID: 3426403.
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Verbs.

JAMA

King LS.
PMID: 6072002
JAMA. 1967 Oct 02;202(1):139-40. doi: 10.1001/jama.202.1.139.

No abstract available.

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King LS. Verbs. JAMA. 1967;202(1):139-40doi: 10.1001/jama.202.1.139.
King, L. S. (1967). Verbs. JAMA, 202(1), 139-40. https://doi.org/10.1001/jama.202.1.139
King, L S. "Verbs." JAMA vol. 202,1 (1967): 139-40. doi: https://doi.org/10.1001/jama.202.1.139
King LS. Verbs. JAMA. 1967 Oct 02;202(1):139-40. doi: 10.1001/jama.202.1.139. PMID: 6072002.
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From the educational bench to the clinical bedside: translating the Dreyfus developmental model to the learning of clinical skills.

Academic medicine : journal of the Association of American Medical Colleges

Carraccio CL, Benson BJ, Nixon LJ, Derstine PL.
PMID: 18667892
Acad Med. 2008 Aug;83(8):761-7. doi: 10.1097/ACM.0b013e31817eb632.

The Accreditation Council for Graduate Medical Education Outcome Project has shifted the focus of residents' education to competency-based outcomes of learning. The challenge of meaningful assessment of learner competence has stimulated interest in the Dreyfus and Dreyfus Model, a...

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Carraccio CL, Benson BJ, Nixon LJ, et al. From the educational bench to the clinical bedside: translating the Dreyfus developmental model to the learning of clinical skills. Acad Med. 2008;83(8):761-7doi: 10.1097/ACM.0b013e31817eb632.
Carraccio, C. L., Benson, B. J., Nixon, L. J., & Derstine, P. L. (2008). From the educational bench to the clinical bedside: translating the Dreyfus developmental model to the learning of clinical skills. Academic medicine : journal of the Association of American Medical Colleges, 83(8), 761-7. https://doi.org/10.1097/ACM.0b013e31817eb632
Carraccio, Carol L, et al. "From the educational bench to the clinical bedside: translating the Dreyfus developmental model to the learning of clinical skills." Academic medicine : journal of the Association of American Medical Colleges vol. 83,8 (2008): 761-7. doi: https://doi.org/10.1097/ACM.0b013e31817eb632
Carraccio CL, Benson BJ, Nixon LJ, Derstine PL. From the educational bench to the clinical bedside: translating the Dreyfus developmental model to the learning of clinical skills. Acad Med. 2008 Aug;83(8):761-7. doi: 10.1097/ACM.0b013e31817eb632. PMID: 18667892.
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Learning to be you.

BMJ (Clinical research ed.)

Furedi A.
PMID: 10531127
BMJ. 1999 Oct 23;319(7217):1142. doi: 10.1136/bmj.319.7217.1142.

No abstract available.

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Furedi A. Learning to be you. BMJ. 1999;319(7217):1142doi: 10.1136/bmj.319.7217.1142.
Furedi, A. (1999). Learning to be you. BMJ (Clinical research ed.), 319(7217), 1142. https://doi.org/10.1136/bmj.319.7217.1142
Furedi. "Learning to be you." BMJ (Clinical research ed.) vol. 319,7217 (1999): 1142. doi: https://doi.org/10.1136/bmj.319.7217.1142
Furedi A. Learning to be you. BMJ. 1999 Oct 23;319(7217):1142. doi: 10.1136/bmj.319.7217.1142. PMID: 10531127; PMCID: PMC1116925.
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Staying with it and getting your writing project finished.

Imprint

Robinson AM.
PMID: 584695
Imprint. 1977 Apr;24(2):45.

No abstract available.

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Robinson AM. Staying with it and getting your writing project finished. Imprint. 1977;24(2):45
Robinson, A. M. (1977). Staying with it and getting your writing project finished. Imprint, 24(2), 45.
Robinson, A M. "Staying with it and getting your writing project finished." Imprint vol. 24,2 (1977): 45.
Robinson AM. Staying with it and getting your writing project finished. Imprint. 1977 Apr;24(2):45. PMID: 584695.
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How to Write Well-Defined Learning Objectives.

The journal of education in perioperative medicine : JEPM

Chatterjee D, Corral J.
PMID: 29766034
J Educ Perioper Med. 2017 Oct 01;19(4):E610. eCollection 2017.

Writing effective learning objectives is a necessary skill in academic medicine. Learning objectives are clearly written, specific statements of observable learner behavior or action that can be measured upon completion of an educational activity. They are the foundation for...

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Chatterjee D, Corral J. How to Write Well-Defined Learning Objectives. J Educ Perioper Med. 2017;19(4):E610
Chatterjee, D., & Corral, J. (2017). How to Write Well-Defined Learning Objectives. The journal of education in perioperative medicine : JEPM, 19(4), E610.
Chatterjee, Debnath, and Corral, Janet. "How to Write Well-Defined Learning Objectives." The journal of education in perioperative medicine : JEPM vol. 19,4 (2017): E610.
Chatterjee D, Corral J. How to Write Well-Defined Learning Objectives. J Educ Perioper Med. 2017 Oct 01;19(4):E610. eCollection 2017. PMID: 29766034; PMCID: PMC5944406.
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TU-D-213AB-01: How You Can Be the Speaker and Communicator Everyone Wants You to Be.

Medical physics

Collins J, Aydogan B.
PMID: 28518690
Med Phys. 2012 Jun;39(6):3906. doi: 10.1118/1.4735944.

Effectiveness of an oral presentation depends on the ability of the speaker to communicate with the audience. An important part of this communication is focusing on two to five key points and emphasizing those points during the presentation. Every...

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Collins J, Aydogan B. TU-D-213AB-01: How You Can Be the Speaker and Communicator Everyone Wants You to Be. Med Phys. 2012;39(6):3906doi: 10.1118/1.4735944.
Collins, J., & Aydogan, B. (2012). TU-D-213AB-01: How You Can Be the Speaker and Communicator Everyone Wants You to Be. Medical physics, 39(6), 3906. https://doi.org/10.1118/1.4735944
Collins, J, and Aydogan, B. "TU-D-213AB-01: How You Can Be the Speaker and Communicator Everyone Wants You to Be." Medical physics vol. 39,6 (2012): 3906. doi: https://doi.org/10.1118/1.4735944
Collins J, Aydogan B. TU-D-213AB-01: How You Can Be the Speaker and Communicator Everyone Wants You to Be. Med Phys. 2012 Jun;39(6):3906. doi: 10.1118/1.4735944. PMID: 28518690.
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How to Write an Outcome Statement.

Journal of continuing education in nursing

Dickerson PS.
PMID: 26352037
J Contin Educ Nurs. 2015 Sep;46(9):381-3. doi: 10.3928/00220124-20150821-11.

Educators within the health professions are increasingly asked to demonstrate outcomes of educational interventions. Within academia and clinical practice, educators are expected to measure, monitor, and, in many cases, report outcomes of their work. As continuing education transitions to...

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Dickerson PS. How to Write an Outcome Statement. J Contin Educ Nurs. 2015;46(9):381-3doi: 10.3928/00220124-20150821-11.
Dickerson, P. S. (2015). How to Write an Outcome Statement. Journal of continuing education in nursing, 46(9), 381-3. https://doi.org/10.3928/00220124-20150821-11
Dickerson, Pamela S. "How to Write an Outcome Statement." Journal of continuing education in nursing vol. 46,9 (2015): 381-3. doi: https://doi.org/10.3928/00220124-20150821-11
Dickerson PS. How to Write an Outcome Statement. J Contin Educ Nurs. 2015 Sep;46(9):381-3. doi: 10.3928/00220124-20150821-11. PMID: 26352037.
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Getting your message across by plain talk.

The Journal of applied psychology

ENGLAND AO.
PMID: 15428415
J Appl Psychol. 1950 Jun;34(3):182-5. doi: 10.1037/h0063053.

No abstract available.

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ENGLAND AO. Getting your message across by plain talk. J Appl Psychol. 1950;34(3):182-5doi: 10.1037/h0063053.
ENGLAND, A. O. (1950). Getting your message across by plain talk. The Journal of applied psychology, 34(3), 182-5. https://doi.org/10.1037/h0063053
ENGLAND, A O. "Getting your message across by plain talk." The Journal of applied psychology vol. 34,3 (1950): 182-5. doi: https://doi.org/10.1037/h0063053
ENGLAND AO. Getting your message across by plain talk. J Appl Psychol. 1950 Jun;34(3):182-5. doi: 10.1037/h0063053. PMID: 15428415.
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The ambiguous and bewitching power of knowledge, skills and attitudes leads to confusing statements of learning objectives.

Education for health (Abingdon, England)

Guilbert JJ.
PMID: 14741944
Educ Health (Abingdon). 2002;15(3):362-9. doi: 10.1080/1357628021000012688.

The words "knowledge", "skills" and "attitudes" are given different meanings by health personnel when discussing educational issues. Ambiguity is known as a handicap to efficient communication. In the design of a curriculum the quality of the definition of learning...

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Guilbert JJ. The ambiguous and bewitching power of knowledge, skills and attitudes leads to confusing statements of learning objectives. Educ Health (Abingdon). 2002;15(3):362-9doi: 10.1080/1357628021000012688.
Guilbert, J. J. (2002). The ambiguous and bewitching power of knowledge, skills and attitudes leads to confusing statements of learning objectives. Education for health (Abingdon, England), 15(3), 362-9. https://doi.org/10.1080/1357628021000012688
Guilbert, J-J. "The ambiguous and bewitching power of knowledge, skills and attitudes leads to confusing statements of learning objectives." Education for health (Abingdon, England) vol. 15,3 (2002): 362-9. doi: https://doi.org/10.1080/1357628021000012688
Guilbert JJ. The ambiguous and bewitching power of knowledge, skills and attitudes leads to confusing statements of learning objectives. Educ Health (Abingdon). 2002;15(3):362-9. doi: 10.1080/1357628021000012688. PMID: 14741944.
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Tools for implementing a competency-based clinical curriculum: the dental school experience.

Journal of veterinary medical education

Hagan BA.
PMID: 19066353
J Vet Med Educ. 2008;35(3):369-74. doi: 10.3138/jvme.35.3.369.

Competency-based education is based on the identification of clearly defined learning outcomes. Three major elements of a competency-based program must be determined during the development of the curriculum: statements of competency, the learning experiences that will support these competencies,...

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Hagan BA. Tools for implementing a competency-based clinical curriculum: the dental school experience. J Vet Med Educ. 2008;35(3):369-74doi: 10.3138/jvme.35.3.369.
Hagan, B. A. (2008). Tools for implementing a competency-based clinical curriculum: the dental school experience. Journal of veterinary medical education, 35(3), 369-74. https://doi.org/10.3138/jvme.35.3.369
Hagan, Betsy A. "Tools for implementing a competency-based clinical curriculum: the dental school experience." Journal of veterinary medical education vol. 35,3 (2008): 369-74. doi: https://doi.org/10.3138/jvme.35.3.369
Hagan BA. Tools for implementing a competency-based clinical curriculum: the dental school experience. J Vet Med Educ. 2008;35(3):369-74. doi: 10.3138/jvme.35.3.369. PMID: 19066353.
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Showing 1 to 12 of 35 entries