Teaching and assessment in otolaryngology and neurology: Does the timing of clinical courses matter?

European Archives of Oto-Rhino-Laryngology

Volumn 263, Issue 11, 2006, Pages 1023-1030

  Dunne A A ^a   Zapf, S ^a   Hamer, H M ^a   Folz, B J ^a   Kauser G ^a   Fischer, M R G ^b  

^a PHILIPPS UNIVERSITY MARBURG   (Germany)

^b LUDWIG MAXIMILIANS UNIVERSITY   (Germany)

Author keywords

Clinical course; Learning strategies; Medical education; Neurology; Otolaryngology; Sequencing effect; Time of intervention

Indexed keywords

ACCURACY; ARTICLE; CHRONOSEQUENCE; CLINICAL EDUCATION; HUMAN; LEARNING; MEDICAL EDUCATION; MEDICAL EXAMINATION; MEDICAL STUDENT; MOTIVATION; NEUROLOGY; NORMAL HUMAN; OTORHINOLARYNGOLOGY; PATIENT CARE; PRIORITY JOURNAL; QUESTIONNAIRE; SKILL; TASK PERFORMANCE; TEACHING;

CLINICAL COMPETENCE; COMPETENCY-BASED EDUCATION; EDUCATION, MEDICAL, UNDERGRADUATE; HUMANS; LEARNING; MOTIVATION; NEUROLOGY; OTOLARYNGOLOGY; RANDOM ALLOCATION; STUDENTS, MEDICAL; TIME FACTORS;

EID: 33749035311     PISSN: 09374477     EISSN: None     Source Type: Journal    
DOI: 10.1007/s00405-006-0114-y     Document Type: Article

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