Advanced Search
Display options
Filter resources
Text Availability
Article type
Publication date
Species
Language
Sex
Age
Showing 1 to 12 of 197 entries
Sorted by: Best Match Show Resources per page
Implementation of written structured feedback into a surgical OSCE.

BMC medical education

Sterz J, Linßen S, Stefanescu MC, Schreckenbach T, Seifert LB, Ruesseler M.
PMID: 33823844
BMC Med Educ. 2021 Apr 06;21(1):192. doi: 10.1186/s12909-021-02581-3.

BACKGROUND: Feedback is an essential element of learning. Despite this, students complain about receiving too little feedback in medical examinations, e.g., in an objective structured clinical examination (OSCE). This study aims to implement a written structured feedback tool for...

Cite
Sterz J, Linßen S, Stefanescu MC, et al. Implementation of written structured feedback into a surgical OSCE. BMC Med Educ. 2021;21(1):192doi: 10.1186/s12909-021-02581-3.
Sterz, J., Linßen, S., Stefanescu, M. C., Schreckenbach, T., Seifert, L. B., & Ruesseler, M. (2021). Implementation of written structured feedback into a surgical OSCE. BMC medical education, 21(1), 192. https://doi.org/10.1186/s12909-021-02581-3
Sterz, J, et al. "Implementation of written structured feedback into a surgical OSCE." BMC medical education vol. 21,1 (2021): 192. doi: https://doi.org/10.1186/s12909-021-02581-3
Sterz J, Linßen S, Stefanescu MC, Schreckenbach T, Seifert LB, Ruesseler M. Implementation of written structured feedback into a surgical OSCE. BMC Med Educ. 2021 Apr 06;21(1):192. doi: 10.1186/s12909-021-02581-3. PMID: 33823844; PMCID: PMC8022414.
Copy Download .nbib Format: NLM
Addressing learner anxiety via reflective practice.

The clinical teacher

Siden JY, Murphy J, Wolff M.
PMID: 34697902
Clin Teach. 2021 Dec;18(6):662-667. doi: 10.1111/tct.13432. Epub 2021 Oct 25.

BACKGROUND: Medical students experience anxiety when learning the pelvic, breast and male genitourinary exam (also known as sensitive physical exams). Reflection can help students process emotionally challenging learning experiences and help give those experiences meaning. We describe the development...

Cite
Siden JY, Murphy J, Wolff M. Addressing learner anxiety via reflective practice. Clin Teach. 2021;18(6):662-667doi: 10.1111/tct.13432.
Siden, J. Y., Murphy, J., & Wolff, M. (2021). Addressing learner anxiety via reflective practice. The clinical teacher, 18(6), 662-667. https://doi.org/10.1111/tct.13432
Siden, Jonathan Y, et al. "Addressing learner anxiety via reflective practice." The clinical teacher vol. 18,6 (2021): 662-667. doi: https://doi.org/10.1111/tct.13432
Siden JY, Murphy J, Wolff M. Addressing learner anxiety via reflective practice. Clin Teach. 2021 Dec;18(6):662-667. doi: 10.1111/tct.13432. Epub 2021 Oct 25. PMID: 34697902.
Copy Download .nbib Format: NLM
Commentary: A questionnaire-based assessment of Safe Eye Examination (SEE) technique.

Indian journal of ophthalmology

Joshi S, Vibhute G, Ayachit A, Ayachit G.
PMID: 34427212
Indian J Ophthalmol. 2021 Sep;69(9):2326. doi: 10.4103/ijo.IJO_710_21.

No abstract available.

Cite
Joshi S, Vibhute G, Ayachit A, et al. Commentary: A questionnaire-based assessment of Safe Eye Examination (SEE) technique. Indian J Ophthalmol. 2021;69(9):2326doi: 10.4103/ijo.IJO_710_21.
Joshi, S., Vibhute, G., Ayachit, A., & Ayachit, G. (2021). Commentary: A questionnaire-based assessment of Safe Eye Examination (SEE) technique. Indian journal of ophthalmology, 69(9), 2326. https://doi.org/10.4103/ijo.IJO_710_21
Joshi, Shrinivas, et al. "Commentary: A questionnaire-based assessment of Safe Eye Examination (SEE) technique." Indian journal of ophthalmology vol. 69,9 (2021): 2326. doi: https://doi.org/10.4103/ijo.IJO_710_21
Joshi S, Vibhute G, Ayachit A, Ayachit G. Commentary: A questionnaire-based assessment of Safe Eye Examination (SEE) technique. Indian J Ophthalmol. 2021 Sep;69(9):2326. doi: 10.4103/ijo.IJO_710_21. PMID: 34427212; PMCID: PMC8544070.
Copy Download .nbib Format: NLM
[Medical certificates and examinations in family doctor's office. Indications, barriers and relevance of standardization].

MMW Fortschritte der Medizin

Ertl L, Sanftenberg L, Schelling J.
PMID: 27933576
MMW Fortschr Med. 2016 Dec;158:1-4. doi: 10.1007/s15006-016-9052-9. Epub 2016 Dec 08.

BACKGROUND: In view of medical care being required more and more, the doctors' tight time should be reserved for tasks which correspond to their qualification. A standardization of certificates might save time and improve quality.OBJECTIVE: This paper overviews the...

Cite
Ertl L, Sanftenberg L, Schelling J. Medizinische Atteste und Untersuchungen in der allgemeinärztlichen Praxis : Indikationen, Hindernisse und Relevanz einer Standardisierung. [Medical certificates and examinations in family doctor's office. Indications, barriers and relevance of standardization]. MMW Fortschr Med. 2016;158:1-4doi: 10.1007/s15006-016-9052-9.
Ertl, L., Sanftenberg, L., & Schelling, J. (2016). Medizinische Atteste und Untersuchungen in der allgemeinärztlichen Praxis : Indikationen, Hindernisse und Relevanz einer Standardisierung. [Medical certificates and examinations in family doctor's office. Indications, barriers and relevance of standardization]. MMW Fortschritte der Medizin, 1581-4. https://doi.org/10.1007/s15006-016-9052-9
Ertl, Livia, et al. "Medizinische Atteste und Untersuchungen in der allgemeinärztlichen Praxis : Indikationen, Hindernisse und Relevanz einer Standardisierung." [Medical certificates and examinations in family doctor's office. Indications, barriers and relevance of standardization]. MMW Fortschritte der Medizin vol. 158 (2016): 1-4. doi: https://doi.org/10.1007/s15006-016-9052-9
Ertl L, Sanftenberg L, Schelling J. Medizinische Atteste und Untersuchungen in der allgemeinärztlichen Praxis : Indikationen, Hindernisse und Relevanz einer Standardisierung. [Medical certificates and examinations in family doctor's office. Indications, barriers and relevance of standardization]. MMW Fortschr Med. 2016 Dec;158:1-4. doi: 10.1007/s15006-016-9052-9. Epub 2016 Dec 08. German. PMID: 27933576.
Copy Download .nbib Format: NLM
"Heidelberg standard examination" and "Heidelberg standard procedures" - Development of faculty-wide standards for physical examination techniques and clinical procedures in undergraduate medical education.

GMS journal for medical education

Nikendei C, Ganschow P, Groener JB, Huwendiek S, Köchel A, Köhl-Hackert N, Pjontek R, Rodrian J, Scheibe F, Stadler AK, Steiner T, Stiepak J, Tabatabai J, Utz A, Kadmon M.
PMID: 27579354
GMS J Med Educ. 2016 Aug 15;33(4):Doc54. doi: 10.3205/zma001053. eCollection 2016.

The competent physical examination of patients and the safe and professional implementation of clinical procedures constitute essential components of medical practice in nearly all areas of medicine. The central objective of the projects "Heidelberg standard examination" and "Heidelberg standard...

Cite
Nikendei C, Ganschow P, Groener JB, et al. "Heidelberg standard examination" and "Heidelberg standard procedures" - Development of faculty-wide standards for physical examination techniques and clinical procedures in undergraduate medical education. GMS J Med Educ. 2016;33(4):Doc54doi: 10.3205/zma001053.
Nikendei, C., Ganschow, P., Groener, J. B., Huwendiek, S., Köchel, A., Köhl-Hackert, N., Pjontek, R., Rodrian, J., Scheibe, F., Stadler, A. K., Steiner, T., Stiepak, J., Tabatabai, J., Utz, A., & Kadmon, M. (2016). "Heidelberg standard examination" and "Heidelberg standard procedures" - Development of faculty-wide standards for physical examination techniques and clinical procedures in undergraduate medical education. GMS journal for medical education, 33(4), Doc54. https://doi.org/10.3205/zma001053
Nikendei, C, et al. ""Heidelberg standard examination" and "Heidelberg standard procedures" - Development of faculty-wide standards for physical examination techniques and clinical procedures in undergraduate medical education." GMS journal for medical education vol. 33,4 (2016): Doc54. doi: https://doi.org/10.3205/zma001053
Nikendei C, Ganschow P, Groener JB, Huwendiek S, Köchel A, Köhl-Hackert N, Pjontek R, Rodrian J, Scheibe F, Stadler AK, Steiner T, Stiepak J, Tabatabai J, Utz A, Kadmon M. "Heidelberg standard examination" and "Heidelberg standard procedures" - Development of faculty-wide standards for physical examination techniques and clinical procedures in undergraduate medical education. GMS J Med Educ. 2016 Aug 15;33(4):Doc54. doi: 10.3205/zma001053. eCollection 2016. PMID: 27579354; PMCID: PMC5003136.
Copy Download .nbib Format: NLM
[No title available]

Laryngo- rhino- otologie

[No authors listed]
PMID: 33636734
Laryngorhinootologie. 2021 Mar;100(3):233-235. doi: 10.1055/a-1331-1728. Epub 2021 Feb 26.

No abstract available.

Cite
Fragen für die Facharztprüfung. . Laryngorhinootologie. 2021;100(3):233-235doi: 10.1055/a-1331-1728.
(2021). Fragen für die Facharztprüfung. . Laryngo- rhino- otologie, 100(3), 233-235. https://doi.org/10.1055/a-1331-1728
"Fragen für die Facharztprüfung." . Laryngo- rhino- otologie vol. 100,3 (2021): 233-235. doi: https://doi.org/10.1055/a-1331-1728
Fragen für die Facharztprüfung. . Laryngorhinootologie. 2021 Mar;100(3):233-235. doi: 10.1055/a-1331-1728. Epub 2021 Feb 26. German. PMID: 33636734.
Copy Download .nbib Format: NLM
[Expert consensus on clinical practice of assessment and management of childhood physical development].

Zhonghua er ke za zhi = Chinese journal of pediatrics

[No authors listed]
PMID: 33657689
Zhonghua Er Ke Za Zhi. 2021 Mar 02;59(3):169-174. doi: 10.3760/cma.j.cn112140-20210116-00050.

No abstract available.

Cite
[Expert consensus on clinical practice of assessment and management of childhood physical development]. Zhonghua Er Ke Za Zhi. 2021;59(3):169-174doi: 10.3760/cma.j.cn112140-20210116-00050.
(2021). [Expert consensus on clinical practice of assessment and management of childhood physical development]. Zhonghua er ke za zhi = Chinese journal of pediatrics, 59(3), 169-174. https://doi.org/10.3760/cma.j.cn112140-20210116-00050
"[Expert consensus on clinical practice of assessment and management of childhood physical development]." Zhonghua er ke za zhi = Chinese journal of pediatrics vol. 59,3 (2021): 169-174. doi: https://doi.org/10.3760/cma.j.cn112140-20210116-00050
[Expert consensus on clinical practice of assessment and management of childhood physical development]. Zhonghua Er Ke Za Zhi. 2021 Mar 02;59(3):169-174. doi: 10.3760/cma.j.cn112140-20210116-00050. Chinese. PMID: 33657689.
Copy Download .nbib Format: NLM
The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE).

Medical education online

Zhang W, Gu J, Li F, Feng F, Chen H, Xing X, Liu L.
PMID: 34898400
Med Educ Online. 2022 Dec;27(1):2013405. doi: 10.1080/10872981.2021.2013405.

AIMS: The flipped classroom (FC) is a hybrid approach, combining online learning and face-to-face classroom activities. To comprehensively evaluate the role of the Flipped Classroom (FC) model in clinical skills teaching of medical interns and investigate the acceptance and...

Cite
Zhang W, Gu J, Li F, et al. The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE). Med Educ Online. 2022;27(1):2013405doi: 10.1080/10872981.2021.2013405.
Zhang, W., Gu, J., Li, F., Feng, F., Chen, H., Xing, X., & Liu, L. (2022). The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE). Medical education online, 27(1), 2013405. https://doi.org/10.1080/10872981.2021.2013405
Zhang, Weihao, et al. "The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE)." Medical education online vol. 27,1 (2022): 2013405. doi: https://doi.org/10.1080/10872981.2021.2013405
Zhang W, Gu J, Li F, Feng F, Chen H, Xing X, Liu L. The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE). Med Educ Online. 2022 Dec;27(1):2013405. doi: 10.1080/10872981.2021.2013405. PMID: 34898400; PMCID: PMC8676640.
Copy Download .nbib Format: NLM
Back to basics. The value of clinical examination and traditional human contact between a patient and his physician compared with procedural standardized virtual or presential consultation: a narration.

International orthopaedics

Gazielly DF, Scarlat MM.
PMID: 34032914
Int Orthop. 2021 Jun;45(6):1387-1389. doi: 10.1007/s00264-021-05086-2.

No abstract available.

Cite
Gazielly DF, Scarlat MM. Back to basics. The value of clinical examination and traditional human contact between a patient and his physician compared with procedural standardized virtual or presential consultation: a narration. Int Orthop. 2021;45(6):1387-1389doi: 10.1007/s00264-021-05086-2.
Gazielly, D. F., & Scarlat, M. M. (2021). Back to basics. The value of clinical examination and traditional human contact between a patient and his physician compared with procedural standardized virtual or presential consultation: a narration. International orthopaedics, 45(6), 1387-1389. https://doi.org/10.1007/s00264-021-05086-2
Gazielly, Dominique F, and Scarlat, Marius M. "Back to basics. The value of clinical examination and traditional human contact between a patient and his physician compared with procedural standardized virtual or presential consultation: a narration." International orthopaedics vol. 45,6 (2021): 1387-1389. doi: https://doi.org/10.1007/s00264-021-05086-2
Gazielly DF, Scarlat MM. Back to basics. The value of clinical examination and traditional human contact between a patient and his physician compared with procedural standardized virtual or presential consultation: a narration. Int Orthop. 2021 Jun;45(6):1387-1389. doi: 10.1007/s00264-021-05086-2. PMID: 34032914.
Copy Download .nbib Format: NLM
The influence of candidates' physical attributes on assessors' ratings in clinical practice.

Medical teacher

Sam AH, Reid MD, Thakerar V, Gurnell M, Westacott R, Yeates P, Reed MWR, Brown CA.
PMID: 33569973
Med Teach. 2021 May;43(5):554-559. doi: 10.1080/0142159X.2021.1877268. Epub 2021 Feb 11.

BACKGROUND: Assessments of physician competence in the work-place are common and often contribute to high-stakes assessments. Previous research suggests that assessors' judgements can be influenced by candidates' physical attributes. We investigated whether simulated candidates' scores were influenced by assessor...

Cite
Sam AH, Reid MD, Thakerar V, et al. The influence of candidates' physical attributes on assessors' ratings in clinical practice. Med Teach. 2021;43(5):554-559doi: 10.1080/0142159X.2021.1877268.
Sam, A. H., Reid, M. D., Thakerar, V., Gurnell, M., Westacott, R., Yeates, P., Reed, M. W. R., & Brown, C. A. (2021). The influence of candidates' physical attributes on assessors' ratings in clinical practice. Medical teacher, 43(5), 554-559. https://doi.org/10.1080/0142159X.2021.1877268
Sam, A H, et al. "The influence of candidates' physical attributes on assessors' ratings in clinical practice." Medical teacher vol. 43,5 (2021): 554-559. doi: https://doi.org/10.1080/0142159X.2021.1877268
Sam AH, Reid MD, Thakerar V, Gurnell M, Westacott R, Yeates P, Reed MWR, Brown CA. The influence of candidates' physical attributes on assessors' ratings in clinical practice. Med Teach. 2021 May;43(5):554-559. doi: 10.1080/0142159X.2021.1877268. Epub 2021 Feb 11. PMID: 33569973.
Copy Download .nbib Format: NLM
Student diversity at Erasmus Medical Centre Rotterdam: does it make any difference?.

Medical teacher

Selleger VJ, Bonke B, Leeman YA.
PMID: 16973449
Med Teach. 2006 Aug;28(5):e142-8. doi: 10.1080/01421590600776552.

In an ethnically diverse society cultural competence is indispensable for medical doctors. At present 10% of the Dutch population are first- or second-generation non-Western immigrants. With 8% Western and 18% non-Western immigrants, originating from 30 different countries, the 2001...

Cite
Selleger VJ, Bonke B, Leeman YA. Student diversity at Erasmus Medical Centre Rotterdam: does it make any difference?. Med Teach. 2006;28(5):e142-8doi: 10.1080/01421590600776552.
Selleger, V. J., Bonke, B., & Leeman, Y. A. (2006). Student diversity at Erasmus Medical Centre Rotterdam: does it make any difference?. Medical teacher, 28(5), e142-8. https://doi.org/10.1080/01421590600776552
Selleger, Veronica J, et al. "Student diversity at Erasmus Medical Centre Rotterdam: does it make any difference?." Medical teacher vol. 28,5 (2006): e142-8. doi: https://doi.org/10.1080/01421590600776552
Selleger VJ, Bonke B, Leeman YA. Student diversity at Erasmus Medical Centre Rotterdam: does it make any difference?. Med Teach. 2006 Aug;28(5):e142-8. doi: 10.1080/01421590600776552. PMID: 16973449.
Copy Download .nbib Format: NLM
Physical rehabilitation research and pain science.

Pain

Sterling M, Keefe FJ.
PMID: 34652317
Pain. 2021 Nov 01;162(11):2621-2624. doi: 10.1097/j.pain.0000000000002326.

No abstract available.

Cite
Sterling M, Keefe FJ. Physical rehabilitation research and pain science. Pain. 2021;162(11):2621-2624doi: 10.1097/j.pain.0000000000002326.
Sterling, M., & Keefe, F. J. (2021). Physical rehabilitation research and pain science. Pain, 162(11), 2621-2624. https://doi.org/10.1097/j.pain.0000000000002326
Sterling, Michele, and Keefe, Francis J. "Physical rehabilitation research and pain science." Pain vol. 162,11 (2021): 2621-2624. doi: https://doi.org/10.1097/j.pain.0000000000002326
Sterling M, Keefe FJ. Physical rehabilitation research and pain science. Pain. 2021 Nov 01;162(11):2621-2624. doi: 10.1097/j.pain.0000000000002326. PMID: 34652317.
Copy Download .nbib Format: NLM
Showing 1 to 12 of 197 entries