Personalization enhances learning anatomy terms.

abstract：OBJECTIVE:A previous study found that in Austria 50.3% physicians (m: 43.2%, f: 58.6%) have not attained their chosen specialty. We aimed to explore the policy - and attitude-related reasons for gender disparity in training post allocation. METHODS:This cross-sectional study used a quantitative and a qualitative metho...

journal_title：Medical teacher

authors： Spiegel W,Kamenski G,Sibitz I,Schneider B,Maier M

更新日期：2010-01-01 00:00:00

abstract：BACKGROUND:Beside acquiring knowledge, medical students should also develop the ability to apply and reflect on it, requiring higher-order cognitive processing. Ideally, students should have reached higher-order cognitive processing when they enter the clinical program. Whether this is the case, is unknown. We investig...

journal_title：Medical teacher

authors： Cecilio-Fernandes D,Kerdijk W,Jaarsma AD,Tio RA

更新日期：2016-11-01 00:00:00

abstract：:The World Health Organization International Classification of Functioning, Disability and Health has the power to shape professional behaviour and positively influence all aspects of health and social care practice. The visual depiction of the ICF framework belies the complexity of this multifaceted classification and...

journal_title：Medical teacher

authors： Scholten I,Barradell S,Bickford J,Moran M

更新日期：2020-07-09 00:00:00

abstract：BACKGROUND:Reflective practice is a skill that serves as a model for continuous learning. Like any skill, reflective practice can be improved and health professional curricula should include opportunities to develop these skills. The clinical component of health professional curriculum is a natural component where refl...

journal_title：Medical teacher

authors： Mori B,Batty HP,Brooks D

更新日期：2008-01-01 00:00:00

abstract：BACKGROUND:The dynamics of effective teaching consultations need to be better understood. AIM:Find from medical students, patients and doctors how to optimize learning in ambulatory consultations. METHODS:Patients and students independently gave semi-structured exit interviews after 25 ambulatory teaching consultatio...

journal_title：Medical teacher

authors： Ashley P,Rhodes N,Sari-Kouzel H,Mukherjee A,Dornan T

更新日期：2009-02-01 00:00:00

abstract：RATIONAL:Various factors affect medical students' performance during clinical phase. Identifying these factors would help in mentoring weak students and help in selection process for residency programmes. OBJECTIVE:Our study objective is to evaluate the impact of pre-admission criteria, and pre-clinical grade point av...

journal_title：Medical teacher

authors： Salem RO,Al-Mously N,AlFadil S,Baalash A

更新日期：2016-01-01 00:00:00

abstract：:An innovative medical curriculum at the University of New South Wales (UNSW) has been developed through a highly collaborative process aimed at building faculty ownership and ongoing sustainability. The result is a novel capability-based program that features early clinical experience and small-group teaching, which o...

journal_title：Medical teacher

authors： McNeil HP,Hughes CS,Toohey SM,Dowton SB

更新日期：2006-09-01 00:00:00

abstract：AIM:Many instruments for evaluating clinical teaching have been developed, albeit most in Western countries. This study aims to develop a validated cultural and local context sensitive instrument for clinical teachers in an East Asian setting (Japan), Japanese Clinical Teacher Evaluation Sheet (JaCTES). METHODS:A mult...

journal_title：Medical teacher

authors： Kikukawa M,Stalmeijer RE,Okubo T,Taketomi K,Emura S,Miyata Y,Yoshida M,Schuwirth L,Scherpbier AJJA

更新日期：2017-08-01 00:00:00

abstract：RATIONALE:Recent advances in the learning sciences offer remarkable potential for improving medical learning and performance. Difficult to teach pattern recognition skills can be systematically accelerated using techniques of perceptual learning (PL). The effectiveness of PL interventions is amplified when they are com...

journal_title：Medical teacher

authors： Kellman PJ,Krasne S

更新日期：2018-08-01 00:00:00

abstract：BACKGROUND:The Stanford Faculty Development Center at Stanford University has developed a teaching improvement course for medical teachers that has been widely disseminated using a train-the-trainer model. AIMS:This study was designed to investigate the relative impact of role playing as an instructional technique wit...

journal_title：Medical teacher

authors： Johansson J,Skeff KM,Stratos GA

更新日期：2012-01-01 00:00:00

abstract：BACKGROUND:The process of medical education, particularly in the fast evolving new era of medical metaschools, is a broad and complex issue. Harden & Crosby claimed that a good teacher is more than a lecturer, and identified 12 roles that certify a good and capable teacher. However, this is only half the truth: the goo...

journal_title：Medical teacher

authors： Karakitsiou DE,Markou A,Kyriakou P,Pieri M,Abuaita M,Bourousis E,Hido T,Tsatsaragkou A,Boukali A,de Burbure C,Dimoliatis ID

更新日期：2012-01-01 00:00:00

abstract：:Migrant and ethnic communities face several challenges within healthcare systems as patients, physicians and medical students. For health inequalities to be addressed, changes need to be made within our healthcare systems, starting from how the medical curriculum is taught to prospective clinicians. In this article, w...

journal_title：Medical teacher

authors： Chohan N,Arzoky Z,Khan N

更新日期：2020-11-02 00:00:00

abstract：INTRODUCTION:Within an Asian context, this study examines the effect of changing from traditional course grades to a distinction/pass/fail (D/P/F) grading system on medical student self-perceived stress levels and on student exam performance. METHODS:At the end of the 2010-2011 academic year, the Perceived Stress Scal...

journal_title：Medical teacher

authors： Jacobs JL,Samarasekera DD,Shen L,Rajendran K,Hooi SC

更新日期：2014-02-01 00:00:00

abstract：BACKGROUND:Recent decades have seen an international trend for the development of undergraduate medical programmes in rural locations. These have been considered educationally equivalent alternatives to traditional hospital-based programmes. A pilot Rural Medical Immersion Programme (RMIP) was launched at the Universit...

journal_title：Medical teacher

authors： Rudland J,Tordoff R,Reid J,Farry P

更新日期：2011-01-01 00:00:00

abstract：:The five year Bachelor of Medicine (BM5) programme of the University of Southampton commenced in 1971. In keeping with other medical schools, the Southampton BM5 programme has been involved in a number of incremental curriculum reforms over the years. Complementing the School's annual pre-registration house officer (P...

journal_title：Medical teacher

authors： Lueddeke GR,Anderson FH,Carr NJ,Mitchell BS,Taylor ME

更新日期：2006-11-01 00:00:00

abstract：:Peer-mentoring groups are purported to enhance faculty productivity and retention, but the literature about implementation is sparse. Nominal Group Sessions (n=5) with 66 faculty members in different tracks developed prioritized lists of unmet professional development needs and potential group activities. Common items...

journal_title：Medical teacher

authors： Colón-Emeric CS,Bowlby L,Svetkey L

更新日期：2012-01-01 00:00:00

abstract：:The overhead projector is a very useful adjunct to other teaching aids. It is easy to operate, flexible, and the lecturer can work it himself while facing the audience. Transparencies can be produced quickly and simply, and since they are large enough to be studied without viewing equipment, sets of transparencies can...

journal_title：Medical teacher

authors： Essex-Lopresti M

更新日期：1979-01-01 00:00:00

abstract：:Medical schools in India produce the largest number of doctors than anywhere else in the world (30,408 from 271 medical schools), corresponding to the rapid proliferation of medical colleges in the last two decades, especially within the private sector. The Medical Council of India (MCI), the regulatory body, is requi...

journal_title：Medical teacher

authors： Sood R

更新日期：2008-01-01 00:00:00

abstract：:The COVID-19 outbreak can be seen as a 'big test' for China; a summative assessment of its preparedness on multiple fronts, including medical education. Being intimately involved in the coordinated response, the First Affiliated Hospital of Sun Yat-sen University has been a first-hand witness to the strengths and weak...

journal_title：Medical teacher

authors： Yang DY,Cheng SY,Wang SZ,Wang JS,Kuang M,Wang TH,Xiao HP

更新日期：2020-07-01 00:00:00

abstract：:The General Medical Council of the United Kingdom has defined a set of standards for doctors dealing with patients, including respecting the diversity of lifestyles and beliefs of patients. These have been incorporated into Personal and Professional Development (PPD) course unit of the undergraduate medical curriculum...

journal_title：Medical teacher

authors： Thistlethwaite JE,Ewart BR

更新日期：2003-05-01 00:00:00

abstract：BACKGROUND:Modernizing Medical Careers (MMC) is an ambitious project to change the training of UK doctors. A key to its successful implementation is the ways that MMC is perceived and operationalized by senior doctors who act as local educational leaders and supervisors. AIMS:To analyse hospital consultants' perceptio...

journal_title：Medical teacher

authors： Agius SJ,Willis SC,McArdle PJ,O'Neill PA

更新日期：2008-01-01 00:00:00

abstract：BACKGROUND:The Northern Ontario School of Medicine (NOSM) has a social accountability mandate to contribute to improving the health of the people and communities of Northern Ontario. NOSM recruits students from Northern Ontario or similar backgrounds and provides Distributed Community Engaged Learning in over 70 clinic...

journal_title：Medical teacher

authors： Strasser R,Hogenbirk JC,Minore B,Marsh DC,Berry S,McCready WG,Graves L

更新日期：2013-06-01 00:00:00

abstract：:Objectives: Forgetting curves plot skill decay over time. After exposure to a simulation-based radiograph interpretation learning system, we determined the rate of learning decay and how this was impacted by testing (with and without feedback). Further, we examined the association of initial learning parameters on the...

journal_title：Medical teacher

authors： Boutis K,Pecaric M,Carrière B,Stimec J,Willan A,Chan J,Pusic M

更新日期：2019-07-01 00:00:00

abstract：:Purpose: Adopting CBME is challenging in medicine. It mandates a change in processes and approach, ultimately a change in institutional culture with stakeholders ideally embracing and valuing the new processes. Adopting the transformational change model, this study describes the shift in assessment culture by Academic...

journal_title：Medical teacher

authors： Griffiths J,Dalgarno N,Schultz K,Han H,van Melle E

更新日期：2019-07-01 00:00:00

abstract：PURPOSE AND AIMS:The purpose of this study was to investigate the ways in which the use of concept maps influenced the learning processes of third year internal medicine students in the context of medical education. Reported here are the qualitative results of this study. METHODS:One-hundred thirty four medical studen...

journal_title：Medical teacher

authors： Torre DM,Daley B,Stark-Schweitzer T,Siddartha S,Petkova J,Ziebert M

更新日期：2007-11-01 00:00:00

abstract：:This paper describes the development and evaluation of a structured introductory course in general practice. Following some of the principles developed in distance education, the Department provides everything the student needs for the formal learning requirement as well as detailed assistance in how best to tackle th...

journal_title：Medical teacher

authors： Kamien M,MacAdam D,Grant J

更新日期：1991-01-01 00:00:00

abstract：:Experienced General Practitioners were asked about lasting value from GP Registrar training. Grounded theory was used to construct eight categories of training behaviours. In each category, dimensions spanned between learner-preferred behaviours and those the learners perceived as less helpful. Learners valued teachin...

journal_title：Medical teacher

authors： Peile EB,Easton GP,Johnson N

更新日期：2001-03-01 00:00:00

abstract：:Successful interprofessional teams are essential when caring for older adults with multiple complex medical conditions that require ongoing management from a variety of disciplines across healthcare settings. To successfully integrate interprofessional education into the healthcare professions curriculum, the most eff...

journal_title：Medical teacher

authors： Ford CR,Foley KT,Ritchie CS,Sheppard K,Sawyer P,Swanson M,Harada CN,Brown CJ

更新日期：2013-07-01 00:00:00

abstract：:In 2008, China established a medical school accreditation process based on international standards and guidelines. Twenty schools had been accredited by 2013 and it is intended to accredit all 137 schools by 2020. To achieve this ambitious aim, Chinese medical educators have entered into collaboration with their Austr...

journal_title：Medical teacher

authors： Geffen L,Cheng B,Field M,Zhao S,Walters T,Yang L

更新日期：2014-11-01 00:00:00

abstract：INTRODUCTION:The purpose was to evaluate the Bookmark standard-setting method for use on a performance-based assessment in medical education. METHODS:We compared cutscores for Aseptic performance assessment using the modified Angoff, Hofstee and modified Bookmark methods. RESULTS:The Angoff produced a cutscore of 62%...

journal_title：Medical teacher

authors： Lypson ML,Downing SM,Gruppen LD,Yudkowsky R

更新日期：2013-07-01 00:00:00