Abstract:
BACKGROUND:Concept maps can assist learning by integrating new information with existing cognitive structure to facilitate meaningful understanding. The benefits of testable concept maps to illustrate cause-and-effect sequences in the pathogenesis of disease have not yet been determined. PURPOSE:A controlled trial was employed to evaluate the learning benefits of testable pathogenesis maps. METHODS:Consecutive cohorts of junior medical students allocated to control and study groups participated in case-based pathology practical classes. Online testable pathogenesis maps were integrated into classes for the study group. An online quiz and questionnaire were used to evaluate outcomes. RESULTS:The study group scored significantly higher on the quiz (p= .014), including significantly better performance in topics covered by pathogenesis maps (p= .049). The study group's questionnaire responses regarding pathogenesis maps were overwhelmingly positive. CONCLUSIONS:Testable pathogenesis maps significantly improved medical students' understanding of the pathogenesis of disease. Wider use of such maps should be explored.
journal_name
Teach Learn Medjournal_title
Teaching and learning in medicineauthors
Kumar S,Dee F,Kumar R,Velan Gdoi
10.1080/10401334.2011.561700subject
Has Abstractpub_date
2011-04-01 00:00:00pages
137-43issue
2eissn
1040-1334issn
1532-8015pii
936796361journal_volume
23pub_type
杂志文章abstract:BACKGROUND:Despite the health consequences of incarceration, there are no national standards for teaching physicians about correctional health. The purpose of this study was to survey existing correctional health training programs for primary care physicians. SUMMARY:Programs were identified through literature and Web...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2012.641492
更新日期:2012-01-01 00:00:00
abstract::Work-based assessment (WBA) is the assessment of trainees and physicians across the educational continuum of day-to-day competencies and practices in authentic, clinical environments. What distinguishes WBA from other assessment modalities is that it enables the evaluation of performance in context. In this perspectiv...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章,评审
doi:10.1080/10401334.2013.842912
更新日期:2013-01-01 00:00:00
abstract:BACKGROUND:Although publishing in scientific journals has an educational component, the educational role of journals in medicine has not been evaluated. PURPOSE:To assess whether tutoring authors in a medical scientific journal could be related to their long-term scientific publications and academic advancement. METH...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/s15328015tlm1802_6
更新日期:2006-04-01 00:00:00
abstract:BACKGROUND:Firearm injury prevention training is lacking in pediatric residency programs. DESCRIPTION:This study aimed to evaluate a web-based curriculum teaching residents how to provide injury prevention anticipatory guidance, emphasizing firearm injury prevention. Ninety-two residents participated and completed pre...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2012.715254
更新日期:2012-01-01 00:00:00
abstract:BACKGROUND:Many medical schools require a family medicine clerkship, yet little is known about the quantity and diversity of the diagnoses encountered by the students. PURPOSE:This study examines patients encountered with psychiatric diagnoses using quantitative data collected by students in a family practice clerkshi...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/S15328015TLM1303_6
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abstract::Construct: The purpose of this study was to provide initial evidence of the validity of written case summaries as assessments of clinical problem representation in a classroom setting. BACKGROUND:To solve clinical problems, clinicians must gain a clear representation of the issues. In the clinical setting, oral case ...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
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更新日期:2016-10-01 00:00:00
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journal_title:Teaching and learning in medicine
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doi:10.1080/10401334.2017.1282370
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abstract:BACKGROUND:Studies demonstrating the value of hospitalists to medical student education have been performed in traditional resident covered ward service settings (RCWS). PURPOSE:To compare medical subinterns' experiences on an RCWS to that on a resident uncovered hospitalist service (RUHS). METHODS:We assessed studen...
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pub_type: 杂志文章
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更新日期:2008-01-01 00:00:00
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journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2014.918882
更新日期:2014-01-01 00:00:00
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journal_title:Teaching and learning in medicine
pub_type: 杂志文章
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journal_title:Teaching and learning in medicine
pub_type: 杂志文章
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abstract:UNLABELLED:CONSTRUCT: Authentic standard setting methods will demonstrate high convergent validity evidence of their outcomes, that is, cutoff scores and pass/fail decisions, with most other methods when compared with each other. BACKGROUND:The objective structured clinical examination (OSCE) was established for valid...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
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journal_title:Teaching and learning in medicine
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更新日期:2004-07-01 00:00:00
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journal_title:Teaching and learning in medicine
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更新日期:2007-07-01 00:00:00
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journal_title:Teaching and learning in medicine
pub_type: 杂志文章
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journal_title:Teaching and learning in medicine
pub_type: 杂志文章
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更新日期:1997-01-01 00:00:00
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journal_title:Teaching and learning in medicine
pub_type: 杂志文章,随机对照试验
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journal_title:Teaching and learning in medicine
pub_type: 共识发展会议,杂志文章,评审
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journal_title:Teaching and learning in medicine
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更新日期:2016-10-01 00:00:00
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journal_title:Teaching and learning in medicine
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journal_title:Teaching and learning in medicine
pub_type: 杂志文章,随机对照试验
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journal_title:Teaching and learning in medicine
pub_type: 杂志文章
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journal_title:Teaching and learning in medicine
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