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Exploring and embracing complexity in a distance-learning curriculum for physicians.

Academic medicine : journal of the Association of American Medical Colleges

Ogrinc G, Splaine ME, Foster T, Regan-Smith M, Batalden P.
PMID: 12634209
Acad Med. 2003 Mar;78(3):280-5. doi: 10.1097/00001888-200303000-00010.

The recent pressures on clinical medicine such as the attention to medical error and the challenges of interdisciplinary care have also exerted pressure on health professions education. Educators must now gauge how to redesign education systems to adapt quickly...

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Ogrinc G, Splaine ME, Foster T, et al. Exploring and embracing complexity in a distance-learning curriculum for physicians. Acad Med. 2003;78(3):280-5doi: 10.1097/00001888-200303000-00010.
Ogrinc, G., Splaine, M. E., Foster, T., Regan-Smith, M., & Batalden, P. (2003). Exploring and embracing complexity in a distance-learning curriculum for physicians. Academic medicine : journal of the Association of American Medical Colleges, 78(3), 280-5. https://doi.org/10.1097/00001888-200303000-00010
Ogrinc, Greg, et al. "Exploring and embracing complexity in a distance-learning curriculum for physicians." Academic medicine : journal of the Association of American Medical Colleges vol. 78,3 (2003): 280-5. doi: https://doi.org/10.1097/00001888-200303000-00010
Ogrinc G, Splaine ME, Foster T, Regan-Smith M, Batalden P. Exploring and embracing complexity in a distance-learning curriculum for physicians. Acad Med. 2003 Mar;78(3):280-5. doi: 10.1097/00001888-200303000-00010. PMID: 12634209.
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Relationship of medical students' admission interview scores to their dean's letter ratings.

Academic medicine : journal of the Association of American Medical Colleges

Hall FR, Regan-Smith M, Tivnan T.
PMID: 1457020
Acad Med. 1992 Dec;67(12):842-5. doi: 10.1097/00001888-199212000-00010.

The authors examined the relationship between the admission interview scores for 62 students in the 1986 entering class at Dartmouth Medical School and the students' dean's letter ratings given four years later; they found the relationship to be significant...

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Hall FR, Regan-Smith M, Tivnan T. Relationship of medical students' admission interview scores to their dean's letter ratings. Acad Med. 1992;67(12):842-5doi: 10.1097/00001888-199212000-00010.
Hall, F. R., Regan-Smith, M., & Tivnan, T. (1992). Relationship of medical students' admission interview scores to their dean's letter ratings. Academic medicine : journal of the Association of American Medical Colleges, 67(12), 842-5. https://doi.org/10.1097/00001888-199212000-00010
Hall, F R, et al. "Relationship of medical students' admission interview scores to their dean's letter ratings." Academic medicine : journal of the Association of American Medical Colleges vol. 67,12 (1992): 842-5. doi: https://doi.org/10.1097/00001888-199212000-00010
Hall FR, Regan-Smith M, Tivnan T. Relationship of medical students' admission interview scores to their dean's letter ratings. Acad Med. 1992 Dec;67(12):842-5. doi: 10.1097/00001888-199212000-00010. PMID: 1457020.
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Rote learning in medical school.

JAMA

Regan-Smith MG, Obenshain SS, Woodward C, Richards B, Zeitz HJ, Small PA.
PMID: 7933403
JAMA. 1994 Nov 02;272(17):1380-1. doi: 10.1001/jama.272.17.1380.

No abstract available.

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Regan-Smith MG, Obenshain SS, Woodward C, et al. Rote learning in medical school. JAMA. 1994;272(17):1380-1doi: 10.1001/jama.272.17.1380.
Regan-Smith, M. G., Obenshain, S. S., Woodward, C., Richards, B., Zeitz, H. J., & Small, P. A. (1994). Rote learning in medical school. JAMA, 272(17), 1380-1. https://doi.org/10.1001/jama.272.17.1380
Regan-Smith, M G, et al. "Rote learning in medical school." JAMA vol. 272,17 (1994): 1380-1. doi: https://doi.org/10.1001/jama.272.17.1380
Regan-Smith MG, Obenshain SS, Woodward C, Richards B, Zeitz HJ, Small PA. Rote learning in medical school. JAMA. 1994 Nov 02;272(17):1380-1. doi: 10.1001/jama.272.17.1380. PMID: 7933403.
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How teachers can promote meaningful learning.

Journal of cancer education : the official journal of the American Association for Cancer Education

Regan-Smith MG.
PMID: 9376251
J Cancer Educ. 1997;12(3):149-51. doi: 10.1080/08858199709528477.

No abstract available.

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Regan-Smith MG. How teachers can promote meaningful learning. J Cancer Educ. 1997;12(3):149-51doi: 10.1080/08858199709528477.
Regan-Smith, M. G. (1997). How teachers can promote meaningful learning. Journal of cancer education : the official journal of the American Association for Cancer Education, 12(3), 149-51. https://doi.org/10.1080/08858199709528477
Regan-Smith, M G. "How teachers can promote meaningful learning." Journal of cancer education : the official journal of the American Association for Cancer Education vol. 12,3 (1997): 149-51. doi: https://doi.org/10.1080/08858199709528477
Regan-Smith MG. How teachers can promote meaningful learning. J Cancer Educ. 1997;12(3):149-51. doi: 10.1080/08858199709528477. PMID: 9376251.
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Educating generalists.

Academic medicine : journal of the Association of American Medical Colleges

Pounds LA, Regan-Smith M.
PMID: 8397625
Acad Med. 1993 Sep;68(9):667. doi: 10.1097/00001888-199309000-00005.

No abstract available.

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Pounds LA, Regan-Smith M. Educating generalists. Acad Med. 1993;68(9):667doi: 10.1097/00001888-199309000-00005.
Pounds, L. A., & Regan-Smith, M. (1993). Educating generalists. Academic medicine : journal of the Association of American Medical Colleges, 68(9), 667. https://doi.org/10.1097/00001888-199309000-00005
Pounds, L A, and Regan-Smith, M. "Educating generalists." Academic medicine : journal of the Association of American Medical Colleges vol. 68,9 (1993): 667. doi: https://doi.org/10.1097/00001888-199309000-00005
Pounds LA, Regan-Smith M. Educating generalists. Acad Med. 1993 Sep;68(9):667. doi: 10.1097/00001888-199309000-00005. PMID: 8397625.
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Commentary on Flexner's impact--then and now. A profound effect on medical education, research, practice.

The Pharos of Alpha Omega Alpha-Honor Medical Society. Alpha Omega Alpha

Regan-Smith MG.
PMID: 10191647
Pharos Alpha Omega Alpha Honor Med Soc. 1999;62(1):31.

No abstract available.

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Regan-Smith MG. Commentary on Flexner's impact--then and now. A profound effect on medical education, research, practice. Pharos Alpha Omega Alpha Honor Med Soc. 1999;62(1):31
Regan-Smith, M. G. (1999). Commentary on Flexner's impact--then and now. A profound effect on medical education, research, practice. The Pharos of Alpha Omega Alpha-Honor Medical Society. Alpha Omega Alpha, 62(1), 31.
Regan-Smith, M G. "Commentary on Flexner's impact--then and now. A profound effect on medical education, research, practice." The Pharos of Alpha Omega Alpha-Honor Medical Society. Alpha Omega Alpha vol. 62,1 (1999): 31.
Regan-Smith MG. Commentary on Flexner's impact--then and now. A profound effect on medical education, research, practice. Pharos Alpha Omega Alpha Honor Med Soc. 1999;62(1):31. PMID: 10191647.
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"Reform without change": update, 1998.

Academic medicine : journal of the Association of American Medical Colleges

Regan-Smith MG.
PMID: 9609859
Acad Med. 1998 May;73(5):505-7. doi: 10.1097/00001888-199805000-00014.

As a result of the Flexner Report in 1910, proprietary medical schools disappeared and science taught by researchers became a part of every medical school curriculum. Medical research produced products that improved health and brought large profits to health-related...

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Regan-Smith MG. "Reform without change": update, 1998. Acad Med. 1998;73(5):505-7doi: 10.1097/00001888-199805000-00014.
Regan-Smith, M. G. (1998). "Reform without change": update, 1998. Academic medicine : journal of the Association of American Medical Colleges, 73(5), 505-7. https://doi.org/10.1097/00001888-199805000-00014
Regan-Smith, M G. ""Reform without change": update, 1998." Academic medicine : journal of the Association of American Medical Colleges vol. 73,5 (1998): 505-7. doi: https://doi.org/10.1097/00001888-199805000-00014
Regan-Smith MG. "Reform without change": update, 1998. Acad Med. 1998 May;73(5):505-7. doi: 10.1097/00001888-199805000-00014. PMID: 9609859.
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Teaching portfolios: documenting teaching.

Journal of cancer education : the official journal of the American Association for Cancer Education

Regan-Smith MG.
PMID: 9883775
J Cancer Educ. 1998;13(4):191-3. doi: 10.1080/08858199809528544.

In recent years, teaching portfolios have been developed as a way teachers can document teaching scholarship and demonstrate their teaching accomplishments, skills, and strategies. Most medical schools reward good teaching, often with promotion on clinician-teacher tracks, thereby acknowledging the...

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Regan-Smith MG. Teaching portfolios: documenting teaching. J Cancer Educ. 1998;13(4):191-3doi: 10.1080/08858199809528544.
Regan-Smith, M. G. (1998). Teaching portfolios: documenting teaching. Journal of cancer education : the official journal of the American Association for Cancer Education, 13(4), 191-3. https://doi.org/10.1080/08858199809528544
Regan-Smith, M G. "Teaching portfolios: documenting teaching." Journal of cancer education : the official journal of the American Association for Cancer Education vol. 13,4 (1998): 191-3. doi: https://doi.org/10.1080/08858199809528544
Regan-Smith MG. Teaching portfolios: documenting teaching. J Cancer Educ. 1998;13(4):191-3. doi: 10.1080/08858199809528544. PMID: 9883775.
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Showing 1 to 8 of 8 entries