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Faculty mentors for medical students: a critical review.

Medical teacher

Mann MP.
PMID: 1293456
Med Teach. 1992;14(4):311-9. doi: 10.3109/01421599209018849.

New concern about the psychosocial development of medical students has resulted in a call for closer relationships between faculty and medical students. This review examines the literature on advising programs in medical schools and on mentoring generally to develop...

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Mann MP. Faculty mentors for medical students: a critical review. Med Teach. 1992;14(4):311-9doi: 10.3109/01421599209018849.
Mann, M. P. (1992). Faculty mentors for medical students: a critical review. Medical teacher, 14(4), 311-9. https://doi.org/10.3109/01421599209018849
Mann, M P. "Faculty mentors for medical students: a critical review." Medical teacher vol. 14,4 (1992): 311-9. doi: https://doi.org/10.3109/01421599209018849
Mann MP. Faculty mentors for medical students: a critical review. Med Teach. 1992;14(4):311-9. doi: 10.3109/01421599209018849. PMID: 1293456.
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Teaching medical decision making and students' clinical problem solving skills.

Medical teacher

Rogers JC, Swee DE, Ullian JA.
PMID: 1749347
Med Teach. 1991;13(2):157-64. doi: 10.3109/01421599109029025.

Medical students need to be taught explicitly about decision making to be prepared for the changing health care environment. Medical decision making curricula have received favourable responses from students and have influenced some aspects of student performance. Questions remain...

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Rogers JC, Swee DE, Ullian JA. Teaching medical decision making and students' clinical problem solving skills. Med Teach. 1991;13(2):157-64doi: 10.3109/01421599109029025.
Rogers, J. C., Swee, D. E., & Ullian, J. A. (1991). Teaching medical decision making and students' clinical problem solving skills. Medical teacher, 13(2), 157-64. https://doi.org/10.3109/01421599109029025
Rogers, J C, et al. "Teaching medical decision making and students' clinical problem solving skills." Medical teacher vol. 13,2 (1991): 157-64. doi: https://doi.org/10.3109/01421599109029025
Rogers JC, Swee DE, Ullian JA. Teaching medical decision making and students' clinical problem solving skills. Med Teach. 1991;13(2):157-64. doi: 10.3109/01421599109029025. PMID: 1749347.
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Self-evaluation of skills as a method of assessing learning needs for continuing education.

Medical teacher

Weerakoon PK, Fernando DN.
PMID: 1865792
Med Teach. 1991;13(1):103-6. doi: 10.3109/01421599109036764.

Identification of self-perceived learner needs is important in continuing education programmes for health professionals. This paper describes the use of a self-evaluation skill inventory as a method of determining priorities for continuing education of a category of middle-level health...

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Weerakoon PK, Fernando DN. Self-evaluation of skills as a method of assessing learning needs for continuing education. Med Teach. 1991;13(1):103-6doi: 10.3109/01421599109036764.
Weerakoon, P. K., & Fernando, D. N. (1991). Self-evaluation of skills as a method of assessing learning needs for continuing education. Medical teacher, 13(1), 103-6. https://doi.org/10.3109/01421599109036764
Weerakoon, P K, and Fernando, D N. "Self-evaluation of skills as a method of assessing learning needs for continuing education." Medical teacher vol. 13,1 (1991): 103-6. doi: https://doi.org/10.3109/01421599109036764
Weerakoon PK, Fernando DN. Self-evaluation of skills as a method of assessing learning needs for continuing education. Med Teach. 1991;13(1):103-6. doi: 10.3109/01421599109036764. PMID: 1865792.
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Practical reform of preclinical education: core curriculum and science projects.

Medical teacher

Charlton BG.
PMID: 1865795
Med Teach. 1991;13(1):21-8. doi: 10.3109/01421599109036753.

This essay proposes reform of the preclinical curriculum which is seen as deficient in both content and method. The period of preclinical study should have a dual purpose: to provide a vocational training in basic scientific knowledge essential to...

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Charlton BG. Practical reform of preclinical education: core curriculum and science projects. Med Teach. 1991;13(1):21-8doi: 10.3109/01421599109036753.
Charlton, B. G. (1991). Practical reform of preclinical education: core curriculum and science projects. Medical teacher, 13(1), 21-8. https://doi.org/10.3109/01421599109036753
Charlton, B G. "Practical reform of preclinical education: core curriculum and science projects." Medical teacher vol. 13,1 (1991): 21-8. doi: https://doi.org/10.3109/01421599109036753
Charlton BG. Practical reform of preclinical education: core curriculum and science projects. Med Teach. 1991;13(1):21-8. doi: 10.3109/01421599109036753. PMID: 1865795.
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Relating media with staff development in medical education.

Medical teacher

Hugo J.
PMID: 1725205
Med Teach. 1991;13(4):311-6. doi: 10.3109/01421599109089911.

Medical education nowadays experiences an increasing gap between the potential didactic value of educational technology and the practical implementation thereof. One of the important obstacles is the tendency to separate media and media agencies from staff development. A new...

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Hugo J. Relating media with staff development in medical education. Med Teach. 1991;13(4):311-6doi: 10.3109/01421599109089911.
Hugo, J. (1991). Relating media with staff development in medical education. Medical teacher, 13(4), 311-6. https://doi.org/10.3109/01421599109089911
Hugo, J. "Relating media with staff development in medical education." Medical teacher vol. 13,4 (1991): 311-6. doi: https://doi.org/10.3109/01421599109089911
Hugo J. Relating media with staff development in medical education. Med Teach. 1991;13(4):311-6. doi: 10.3109/01421599109089911. PMID: 1725205.
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What is . . . concept mapping?.

Medical teacher

Watson GR.
PMID: 2640685
Med Teach. 1989;11(3):265-9. doi: 10.3109/01421598909146411.

No abstract available.

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Watson GR. What is . . . concept mapping?. Med Teach. 1989;11(3):265-9doi: 10.3109/01421598909146411.
Watson, G. R. (1989). What is . . . concept mapping?. Medical teacher, 11(3), 265-9. https://doi.org/10.3109/01421598909146411
Watson, G R. "What is . . . concept mapping?." Medical teacher vol. 11,3 (1989): 265-9. doi: https://doi.org/10.3109/01421598909146411
Watson GR. What is . . . concept mapping?. Med Teach. 1989;11(3):265-9. doi: 10.3109/01421598909146411. PMID: 2640685.
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Using focus groups in medical education research: AMEE Guide No. 91.

Medical teacher

Stalmeijer RE, Mcnaughton N, Van Mook WN.
PMID: 25072306
Med Teach. 2014 Nov;36(11):923-39. doi: 10.3109/0142159X.2014.917165. Epub 2014 Jul 29.

Qualitative research methodology has become an established part of the medical education research field. A very popular data-collection technique used in qualitative research is the "focus group". Focus groups in this Guide are defined as "… group discussions organized...

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Stalmeijer RE, Mcnaughton N, Van Mook WN. Using focus groups in medical education research: AMEE Guide No. 91. Med Teach. 2014;36(11):923-39doi: 10.3109/0142159X.2014.917165.
Stalmeijer, R. E., Mcnaughton, N., & Van Mook, W. N. (2014). Using focus groups in medical education research: AMEE Guide No. 91. Medical teacher, 36(11), 923-39. https://doi.org/10.3109/0142159X.2014.917165
Stalmeijer, Renée E, et al. "Using focus groups in medical education research: AMEE Guide No. 91." Medical teacher vol. 36,11 (2014): 923-39. doi: https://doi.org/10.3109/0142159X.2014.917165
Stalmeijer RE, Mcnaughton N, Van Mook WN. Using focus groups in medical education research: AMEE Guide No. 91. Med Teach. 2014 Nov;36(11):923-39. doi: 10.3109/0142159X.2014.917165. Epub 2014 Jul 29. PMID: 25072306.
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The value of online learning and MRI: finding a niche for expensive technologies.

Medical teacher

Cook DA.
PMID: 25072533
Med Teach. 2014 Nov;36(11):965-72. doi: 10.3109/0142159X.2014.917284. Epub 2014 Jul 29.

BACKGROUND: The benefits of online learning come at a price. How can we optimize the overall value?AIMS: Critically appraise the value of online learning.METHODS: Narrative review.RESULTS: Several prevalent myths overinflate the value of online learning. These include that online...

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Cook DA. The value of online learning and MRI: finding a niche for expensive technologies. Med Teach. 2014;36(11):965-72doi: 10.3109/0142159X.2014.917284.
Cook, D. A. (2014). The value of online learning and MRI: finding a niche for expensive technologies. Medical teacher, 36(11), 965-72. https://doi.org/10.3109/0142159X.2014.917284
Cook, David A. "The value of online learning and MRI: finding a niche for expensive technologies." Medical teacher vol. 36,11 (2014): 965-72. doi: https://doi.org/10.3109/0142159X.2014.917284
Cook DA. The value of online learning and MRI: finding a niche for expensive technologies. Med Teach. 2014 Nov;36(11):965-72. doi: 10.3109/0142159X.2014.917284. Epub 2014 Jul 29. PMID: 25072533.
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Effect of the Bologna bachelor degree on considerations of medical students to interrupt or terminate their medical training.

Medical teacher

van den Broek S, Ten Cate O, Wijnen-Meijer M, Van Dijk M.
PMID: 24289281
Med Teach. 2014 Feb;36(2):169-74. doi: 10.3109/0142159X.2013.857012. Epub 2013 Dec 02.

BACKGROUND: The bachelor-master system potentially enables medical students to stop or temporary interrupt their training after obtaining a bachelor degree. A survey at the time of introduction of this two-cycle model in Dutch medical education showed little interest among...

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van den Broek S, Ten Cate O, Wijnen-Meijer M, et al. Effect of the Bologna bachelor degree on considerations of medical students to interrupt or terminate their medical training. Med Teach. 2013;36(2):169-74doi: 10.3109/0142159X.2013.857012.
van den Broek, S., Ten Cate, O., Wijnen-Meijer, M., & Van Dijk, M. (2014). Effect of the Bologna bachelor degree on considerations of medical students to interrupt or terminate their medical training. Medical teacher, 36(2), 169-74. https://doi.org/10.3109/0142159X.2013.857012
van den Broek, Sjoukje, et al. "Effect of the Bologna bachelor degree on considerations of medical students to interrupt or terminate their medical training." Medical teacher vol. 36,2 (2014): 169-74. doi: https://doi.org/10.3109/0142159X.2013.857012
van den Broek S, Ten Cate O, Wijnen-Meijer M, Van Dijk M. Effect of the Bologna bachelor degree on considerations of medical students to interrupt or terminate their medical training. Med Teach. 2014 Feb;36(2):169-74. doi: 10.3109/0142159X.2013.857012. Epub 2013 Dec 02. PMID: 24289281.
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Quote … unquote.

Medical teacher

[No authors listed]
PMID: 26427517
Med Teach. 2015;37(10):i. doi: 10.3109/0142159X.2015.1095527.

No abstract available.

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Quote … unquote. Med Teach. 2015;37(10):idoi: 10.3109/0142159X.2015.1095527.
(2015). Quote … unquote. Medical teacher, 37(10), i. https://doi.org/10.3109/0142159X.2015.1095527
"Quote … unquote." Medical teacher vol. 37,10 (2015): i. doi: https://doi.org/10.3109/0142159X.2015.1095527
Quote … unquote. Med Teach. 2015;37(10):i. doi: 10.3109/0142159X.2015.1095527. PMID: 26427517.
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Medical education generation gaps: Moving forward is possible.

Medical teacher

Sharma N.
PMID: 28393602
Med Teach. 2017 Jun;39(6):669-670. doi: 10.1080/0142159X.2017.1308476. Epub 2017 Apr 09.

No abstract available.

Cite
Sharma N. Medical education generation gaps: Moving forward is possible. Med Teach. 2017;39(6):669-670doi: 10.1080/0142159X.2017.1308476.
Sharma, N. (2017). Medical education generation gaps: Moving forward is possible. Medical teacher, 39(6), 669-670. https://doi.org/10.1080/0142159X.2017.1308476
Sharma, Neel. "Medical education generation gaps: Moving forward is possible." Medical teacher vol. 39,6 (2017): 669-670. doi: https://doi.org/10.1080/0142159X.2017.1308476
Sharma N. Medical education generation gaps: Moving forward is possible. Med Teach. 2017 Jun;39(6):669-670. doi: 10.1080/0142159X.2017.1308476. Epub 2017 Apr 09. PMID: 28393602.
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How learning analytics can early predict under-achieving students in a blended medical education course.

Medical teacher

Saqr M, Fors U, Tedre M.
PMID: 28421894
Med Teach. 2017 Jul;39(7):757-767. doi: 10.1080/0142159X.2017.1309376. Epub 2017 Apr 19.

AIM: Learning analytics (LA) is an emerging discipline that aims at analyzing students' online data in order to improve the learning process and optimize learning environments. It has yet un-explored potential in the field of medical education, which can...

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Saqr M, Fors U, Tedre M. How learning analytics can early predict under-achieving students in a blended medical education course. Med Teach. 2017;39(7):757-767doi: 10.1080/0142159X.2017.1309376.
Saqr, M., Fors, U., & Tedre, M. (2017). How learning analytics can early predict under-achieving students in a blended medical education course. Medical teacher, 39(7), 757-767. https://doi.org/10.1080/0142159X.2017.1309376
Saqr, Mohammed, et al. "How learning analytics can early predict under-achieving students in a blended medical education course." Medical teacher vol. 39,7 (2017): 757-767. doi: https://doi.org/10.1080/0142159X.2017.1309376
Saqr M, Fors U, Tedre M. How learning analytics can early predict under-achieving students in a blended medical education course. Med Teach. 2017 Jul;39(7):757-767. doi: 10.1080/0142159X.2017.1309376. Epub 2017 Apr 19. PMID: 28421894.
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Showing 1 to 12 of 2581 entries