-
1
-
-
0037444247
-
ABC of learning and teaching in medicine: Learning and teaching in the clinical environment
-
Spencer J. ABC of learning and teaching in medicine: learning and teaching in the clinical environment. BMJ 2003; 326: 591-594.
-
(2003)
BMJ
, vol.326
, pp. 591-594
-
-
Spencer, J.1
-
2
-
-
0033808385
-
Strategic planning in medical education: Enhancing the learning environment for students in clinical settings
-
Gordon J, Hazlett C, Ten Cate O, et al. Strategic planning in medical education: enhancing the learning environment for students in clinical settings. Med Educ 2000; 34: 841-850.
-
(2000)
Med Educ
, vol.34
, pp. 841-850
-
-
Gordon, J.1
Hazlett, C.2
Ten Cate, O.3
-
4
-
-
0036123998
-
Clinical skills training - practice makes perfect
-
Issenberg SB, McGaghie WC. Clinical skills training - practice makes perfect. Med Educ 2002; 36: 210-211.
-
(2002)
Med Educ
, vol.36
, pp. 210-211
-
-
Issenberg, S.B.1
McGaghie, W.C.2
-
5
-
-
33748790386
-
Challenges for educationalists
-
Schuwirth L, van der Vleuten C. Challenges for educationalists. BMJ 2006; 333: 544-546.
-
(2006)
BMJ
, vol.333
, pp. 544-546
-
-
Schuwirth, L.1
van der Vleuten, C.2
-
6
-
-
0037464754
-
ABC of learning and teaching in medicine. Applying educational theory in practice
-
Kaufman D. ABC of learning and teaching in medicine. Applying educational theory in practice. BMJ 2003; 326: 213-216.
-
(2003)
BMJ
, vol.326
, pp. 213-216
-
-
Kaufman, D.1
-
7
-
-
0036122436
-
Early introduction of clinical skills teaching in a medical curriculum - factors affecting students' learning
-
Lam T, Irwin M, Chow L, et al. Early introduction of clinical skills teaching in a medical curriculum - factors affecting students' learning. Med Educ 2002; 36: 233-240.
-
(2002)
Med Educ
, vol.36
, pp. 233-240
-
-
Lam, T.1
Irwin, M.2
Chow, L.3
-
8
-
-
33845216827
-
Situated cognition and cognitive apprenticeship: A model for teaching and learning clinical skills in a technologically rich and authentic learning environment
-
Woolley N, Jarvis Y. Situated cognition and cognitive apprenticeship: a model for teaching and learning clinical skills in a technologically rich and authentic learning environment. Nurse Educ Today 2007; 27: 73-79.
-
(2007)
Nurse Educ Today
, vol.27
, pp. 73-79
-
-
Woolley, N.1
Jarvis, Y.2
-
9
-
-
4644318381
-
Deliberate practice and the acquistion and maintenance of expert performance in medicine and related domains
-
Ericsson KA. Deliberate practice and the acquistion and maintenance of expert performance in medicine and related domains. Ac ad M ed 2004; 79 (10 Suppl): S70-S81.
-
(2004)
Ac Ad M Ed
, vol.79
, Issue.10 SUPPL.
-
-
Ericsson, K.A.1
-
10
-
-
74049097220
-
Cognitive load theory in health professional education: Design principles and strategies
-
van Merriënboer J, Sweller J. Cognitive load theory in health professional education: design principles and strategies. Med Educ 2010; 44: 85-93.
-
(2010)
Med Educ
, vol.44
, pp. 85-93
-
-
van Merriënboer, J.1
Sweller, J.2
-
11
-
-
10644257987
-
The structure of reflective practice in medicine
-
Mamede S, Schmidt H. The structure of reflective practice in medicine. Med Educ 2004; 38: 1302-1308.
-
(2004)
Med Educ
, vol.38
, pp. 1302-1308
-
-
Mamede, S.1
Schmidt, H.2
-
12
-
-
36649020287
-
Teaching from the clinical reasoning literature: Combining reasoning strategies help novice diagnosticians overcome misleading information
-
Eva K, Hatala R, LeBlanc V, et al. Teaching from the clinical reasoning literature: combining reasoning strategies help novice diagnosticians overcome misleading information. Med Educ 2007; 41: 1152-1158.
-
(2007)
Med Educ
, vol.41
, pp. 1152-1158
-
-
Eva, K.1
Hatala, R.2
Leblanc, V.3
-
13
-
-
33847156903
-
The benefits of flexibility: The pedagogical value of instructions to adopt multi-faceted diagnostic reasoning strategies
-
Ark T, Brooks L, Eva K. The benefits of flexibility: the pedagogical value of instructions to adopt multi-faceted diagnostic reasoning strategies. Med Educ 2007; 41: 281-287.
-
(2007)
Med Educ
, vol.41
, pp. 281-287
-
-
Ark, T.1
Brooks, L.2
Eva, K.3
-
14
-
-
33751253773
-
Educational strategies to promote clinical diagnostic reasoning
-
Bowen JL. Educational strategies to promote clinical diagnostic reasoning. N Engl J Med 2006; 355: 2217-2225.
-
(2006)
N Engl J Med
, vol.355
, pp. 2217-2225
-
-
Bowen, J.L.1
-
15
-
-
0036036357
-
Promoting diagnostic problem representation
-
Nendez M, Bordage G. Promoting diagnostic problem representation. Med Educ 2002; 36: 760-766.
-
(2002)
Med Educ
, vol.36
, pp. 760-766
-
-
Nendez, M.1
Bordage, G.2
-
16
-
-
0021749254
-
The structure of medical knowledge in the memories of medical students and general practitioners: Categories and prototypes
-
Bordage G, Zacks R. The structure of medical knowledge in the memories of medical students and general practitioners: categories and prototypes. Med Educ 1984; 18: 406-416.
-
(1984)
Med Educ
, vol.18
, pp. 406-416
-
-
Bordage, G.1
Zacks, R.2
-
17
-
-
0032387674
-
Taking into account the strength of an alternative hypothesis
-
McKenzie CR. Taking into account the strength of an alternative hypothesis. J Exp Psychol Learn Mem Cogn 1998; 24: 771-792.
-
(1998)
J Exp Psychol Learn Mem Cogn
, vol.24
, pp. 771-792
-
-
McKenzie, C.R.1
-
18
-
-
0037014613
-
Historical criteria that distinguish syncope from seizure
-
Sheldon R, Rose S, Ritchie D, et al. Historical criteria that distinguish syncope from seizure. J Am Coll Cardiol 2002; 40: 142-148.
-
(2002)
J Am Coll Cardiol
, vol.40
, pp. 142-148
-
-
Sheldon, R.1
Rose, S.2
Ritchie, D.3
-
19
-
-
0030897180
-
Helping students learn to think like experts when solving clinical problems
-
Mandin H, Jones A, Woloschuk W, Harasym P. Helping students learn to think like experts when solving clinical problems. Acad Med 1997; 72: 173-179.
-
(1997)
Acad Med
, vol.72
, pp. 173-179
-
-
Mandin, H.1
Jones, A.2
Woloschuk, W.3
Harasym, P.4
-
20
-
-
73149108206
-
In praise of the physical examination
-
Verghese A, Horwitz RI. In praise of the physical examination. BMJ 2009; 339: b5448.
-
(2009)
BMJ
, vol.b5448
, pp. 339
-
-
Verghese, A.1
Horwitz, R.I.2
-
21
-
-
70350302332
-
A hypothesis-driven physical examination learning and assessment procedure for medical students: Initial validity evidence
-
Yudowsky R, Otaki J, Lowenstein T, et al. A hypothesis-driven physical examination learning and assessment procedure for medical students: initial validity evidence. Med Educ 2009; 43: 729-740.
-
(2009)
Med Educ
, vol.43
, pp. 729-740
-
-
Yudowsky, R.1
Otaki, J.2
Lowenstein, T.3
-
22
-
-
0026734116
-
A primer on the precision and accuracy of the clinical examination
-
Sackett D. A primer on the precision and accuracy of the clinical examination. JAMA 1992; 267: 2638-2644.
-
(1992)
JAMA
, vol.267
, pp. 2638-2644
-
-
Sackett, D.1
-
23
-
-
43949103741
-
The STARD statement for reporting diagnostic accuracy studies: Application to the history and physical examination
-
Simel DL, Rennie D, Bossuyt PM. The STARD statement for reporting diagnostic accuracy studies: application to the history and physical examination. J Gen Intern Med 2008; 23: 768-774.
-
(2008)
J Gen Intern Med
, vol.23
, pp. 768-774
-
-
Simel, D.L.1
Rennie, D.2
Bossuyt, P.M.3
-
24
-
-
84861617743
-
The rational clinical examination: Evidence-based clinical diagnosis
-
accessed Mar 2012
-
Simel DL, Rennie D. The rational clinical examination: evidence-based clinical diagnosis. JAMAevidence 2009. http://jamaevidence.com/resource/523 (accessed Mar 2012).
-
(2009)
JAMAevidence
-
-
Simel, D.L.1
Rennie, D.2
-
25
-
-
33748774662
-
Evidence-based check lists for OSCE
-
Frank C. Evidence-based check lists for OSCE. BMJ 2006; 333: 546-548.
-
(2006)
BMJ
, vol.333
, pp. 546-548
-
-
Frank, C.1
-
26
-
-
77955737517
-
Checking the checklist: A content analysis of expert- and evidence-based case-specific checklist items
-
Hettinga AM, Denessen E, Postma C. Checking the checklist: a content analysis of expert- and evidence-based case-specific checklist items. Med Educ 2010; 44: 874-883.
-
(2010)
Med Educ
, vol.44
, pp. 874-883
-
-
Hettinga, A.M.1
Denessen, E.2
Postma, C.3
-
27
-
-
0035041405
-
The impact of formal instruction in clinical examination skills on medical student performance - the example of peripheral nervous system examination
-
Fox R, Dacre J, McLure C. The impact of formal instruction in clinical examination skills on medical student performance - the example of peripheral nervous system examination. Med Educ 2001; 35: 371-373.
-
(2001)
Med Educ
, vol.35
, pp. 371-373
-
-
Fox, R.1
Dacre, J.2
McLure, C.3
-
28
-
-
54049113477
-
UK consensus statement on the content of communication curricula in undergraduate medical education
-
von Fragstein M, Silverman J, Cushing A, et al. UK consensus statement on the content of communication curricula in undergraduate medical education. Med Educ 2008; 42: 1100-1107.
-
(2008)
Med Educ
, vol.42
, pp. 1100-1107
-
-
von Fragstein, M.1
Silverman, J.2
Cushing, A.3
-
30
-
-
68849108622
-
Teaching clinical communication: A mainstream activity or just a minority sport?
-
Silverman J. Teaching clinical communication: a mainstream activity or just a minority sport? Patient Educ Couns 2009; 76: 361-367.
-
(2009)
Patient Educ Couns
, vol.76
, pp. 361-367
-
-
Silverman, J.1
-
31
-
-
33846816329
-
Impact of a new curriculum on medical students' interpersonal and interviewing skills
-
Hook K, Pfeiffer C. Impact of a new curriculum on medical students' interpersonal and interviewing skills. Med Educ 2007; 41: 154-159.
-
(2007)
Med Educ
, vol.41
, pp. 154-159
-
-
Hook, K.1
Pfeiffer, C.2
-
32
-
-
84861622931
-
-
Communication for health in emergency contexts (CHEC) [website], accessed Mar 2012
-
Communication for health in emergency contexts (CHEC) [website]. http://www.chec.meu.medicine.unimelb.edu.au/ (accessed Mar 2012).
-
-
-
-
33
-
-
65249126843
-
Using SNAPPs to facilitate the expression of clinical reasoning and uncertainties: A randomized comparison group trial
-
Wolpaw T, Papp K, Bordage G. Using SNAPPs to facilitate the expression of clinical reasoning and uncertainties: a randomized comparison group trial. Acad Med 2009; 84: 517-524.
-
(2009)
Acad Med
, vol.84
, pp. 517-524
-
-
Wolpaw, T.1
Papp, K.2
Bordage, G.3
-
34
-
-
0034811062
-
The SEGUE framework for teaching and assessing communication skills
-
Makoul G. The SEGUE framework for teaching and assessing communication skills. Patient Educ Couns 2001; 45: 23-34.
-
(2001)
Patient Educ Couns
, vol.45
, pp. 23-34
-
-
Makoul, G.1
-
35
-
-
1942435944
-
Teaching on the run tips: Doctors as teachers
-
Lake FR. Teaching on the run tips: doctors as teachers. Med J Aust 2004; 180: 415-416.
-
(2004)
Med J Aust
, vol.180
, pp. 415-416
-
-
Lake, F.R.1
-
36
-
-
39749167678
-
Teaching when time is limited
-
Irby D, Wilkerson L. Teaching when time is limited. BMJ 2008; 336: 384-387.
-
(2008)
BMJ
, vol.336
, pp. 384-387
-
-
Irby, D.1
Wilkerson, L.2
-
37
-
-
0042133413
-
Involving patients in medical education
-
Howe A, Anderson J. Involving patients in medical education. BMJ 2003; 327: 326-328.
-
(2003)
BMJ
, vol.327
, pp. 326-328
-
-
Howe, A.1
Anderson, J.2
|