Tools for integrating women's health into medical education: Clinical cases and concept mapping

Academic Medicine

Volumn 75, Issue 11, 2000, Pages 1081-1086

  Weiss, Lucia Beck ^a   Levison, Sandra P ^a   Donoghue, Glenda D ^b   Hoffman, Eileen ^b   Magrane, Diane ^b  

^a DREXEL UNIVERSITY COLLEGE OF MEDICINE   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

CURRICULUM; GENDER; LEARNING; MEDICAL EDUCATION; PRIORITY JOURNAL; PROBLEM SOLVING; PSYCHOLOGICAL ASPECT; REVIEW; SEX; SOCIAL ASPECT; UNIVERSITY;

EID: 0033768572     PISSN: 10402446     EISSN: None     Source Type: Journal    
DOI: 10.1097/00001888-200011000-00012     Document Type: Review

References (20)

1. Learner-centered approaches in medical education
2. Women's health as a medical specialty and a clinical science
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4. A relative educational value scale considered
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6. Doctoring III: Innovations in education in the clinical years
7. Helping students learn to think like experts when solving clinical problems
8. Eating the curriculum
9. Case studies in osteoporosis: A problem based learning intervention for family physicians
10. Student and faculty perceptions of problem-based learning on a family medicine clerkship
11. A case study report on integrating statistics, problem-based learning, and computerized data analysis
12. A model for integrating women's health issues into a problem-based curriculum
13. Concept maps as a heuristic for science curriculum development: Toward improvement in process and product
14. Use of concept mapping to define learning objectives in a master of public health program
15. Concept maps and the development of cases for problem-based learning
16. Barriers and solutions to implementing a new curriculum: Lessons from the women's health education program at MCP Hahnemann School of Medicine