Addressing deficiencies in American healthcare education: A call for informed instructional design

Neurosurgery

Volumn 65, Issue 2, 2009, Pages 223-229

  Asher, Anthony ^a   Kondziolka, Douglas ^b   Selden, Nathan R ^c  

^a CAROLINAS MEDICAL CENTER   (United States)

^b UNIVERSITY OF PITTSBURGH SCHOOL OF MEDICINE   (United States)

^c OREGON HEALTH AND SCIENCE UNIVERSITY   (United States)

Author keywords

Andragogy; Continuing education; Healthcare; Learning science; Pedagogy

Indexed keywords

CONTINUING EDUCATION; HEALTH CARE; HEALTH EDUCATION; HEALTH PERSONNEL ATTITUDE; LEARNING THEORY; MEDICAL EDUCATION; MEDICAL PRACTICE; NEUROSURGERY; PEDAGOGICS; PHYSICIAN; PRIORITY JOURNAL; PROFESSIONAL KNOWLEDGE; REVIEW; SURGEON; SURGICAL TRAINING; UNITED STATES;

ACCREDITATION; ADVISORY COMMITTEES; COMPUTER-ASSISTED INSTRUCTION; EDUCATION, MEDICAL, CONTINUING; HUMANS; LEARNING; MODELS, EDUCATIONAL; NEUROSURGERY; PHYSICIAN'S PRACTICE PATTERNS; SELF ASSESSMENT (PSYCHOLOGY); TEACHING; UNITED STATES;

EID: 70349307307     PISSN: 0148396X     EISSN: None     Source Type: Journal    
DOI: 10.1227/01.NEU.0000348010.12339.1E     Document Type: Review

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