BMC Medical Education - oalib

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BMC Medical Education

ISSN Print: 1472-6920

ISSN Online:

主页: http://www.biomedcentral.com/bmcmededuc

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Unhappiness and dissatisfaction in doctors cannot be predicted by selectors from medical school application forms: A prospective, longitudinal study

IC McManus, Sheeraz Iqbal, Amuthan Chandrarajan, E Ferguson, Joanna Leaviss

Providing education on evidence-based practice improved knowledge but did not change behaviour: a before and after study

Annie McCluskey, Meryl Lovarini

Evaluating teaching effectiveness in nursing education:An Iranian perspective

Mahvash Salsali

Identifying inaccuracies on emergency medicine residency applications

Eric D Katz, Lee Shockley, Lawrence Kass, David Howes, Janis P Tupesis, Christopher Weaver, Osman R Sayan, Victoria Hogan, Jason Begue, Diamond Vrocher, Jackie Frazer, Timothy Evans, Gene Hern, Ralph Riviello, Antonio Rivera, Keith Kinoshita, Edward Ferguson

Tutoring in problem-based learning medical curricula: the influence of tutor background and style on effectiveness

Michele Groves, Patricia Régo, Peter O'Rourke

Comparison of knowledge scores of medical students in problem-based learning and traditional curriculum on public health topics

Erol Gurpinar, Berna Musal, Gazanfer Aksakoglu, Reyhan Ucku

A quantitative survey of intern's knowledge of communication skills: an Iranian exploration

Mohsen Tavakol, Sima Torabi, Owen D Lyne, Ali A Zeinaloo

Using item response theory to explore the psychometric properties of extended matching questions examination in undergraduate medical education

Bipin Bhakta, Alan Tennant, Mike Horton, Gemma Lawton, David Andrich

Determining the quality of educational climate across multiple undergraduate teaching sites using the DREEM inventory

Rajesh Varma, Ekta Tiyagi, Janesh K Gupta

Teaching appropriate interactions with pharmaceutical company representatives: The impact of an innovative workshop on student attitudes

James L Wofford, Christopher A Ohl

An interactive course to enhance self-efficacy of family practitioners to treat obesity

Sara Katz, Amiel Feigenbaum, Shmuel Pasternak, Shlomo Vinker

Reflections of physiotherapy students in the United Arab Emirates during their clinical placements: A qualitative study

Hélène Larin, Jean Wessel, Amal Al-Shamlan

Design and validation of the Health Professionals' Attitudes Toward the Homeless Inventory (HPATHI)

David S Buck, F Marconi Monteiro, Suzanne Kneuper, Donna Rochon, Dana L Clark, Allegra Melillo, Robert J Volk

Isolated rural general practice as the focus for teaching core clinical rotations to pre-registration medical students

Stephen A Margolis, Llewellyn M Davies, Valmae Ypinazar

Which young physicians are satisfied with their work? A prospective nationwide study in Norway

Kristine Finset, Tore Gude, Erlend Hem, Reidar Tyssen, Oivind Ekeberg, Per Vaglum

Undergraduate nursing students' compatibility with the nursing profession

Mohsen Adib-Hajbaghery, Mansur Dianati

Doctor-patient interaction in Finnish primary health care as perceived by first year medical students

Juhani Miettola, Pekka M？ntyselk？, Tuula Vaskilampi

Medical students who decompress during the M-1 year outperform those who fail and repeat it: A study of M-1 students at the University of Illinois College of Medicine at Urbana-Champaign 1988–2000

Susan M Kies, Gregory G Freund

Exposure to the field of renal transplantation during undergraduate medical education in the UK

Anusha G Edwards, Alex Newman, Justin D Morgan

Evaluation of a task-based community oriented teaching model in family medicine for undergraduate medical students in Iraq

Samim A Al-Dabbagh, Waleed G Al-Taee

Sicily statement on evidence-based practice

Martin Dawes, William Summerskill, Paul Glasziou, Antonino Cartabellotta, Janet Martin, Kevork Hopayian, Franz Porzsolt, Amanda Burls, James Osborne

The transition from learner to provider/teacher: The learning needs of new orthopaedic consultants

Brian McKinstry, Malcolm Macnicol, Katy Elliot, Stuart Macpherson

Evolutionary explanations in medical and health profession courses: are you answering your students' "why" questions?

Eugene E Harris, Avelin A Malyango

Cardiac auscultation training of medical students: a comparison of electronic sensor-based and acoustic stethoscopes

Henning H？yte, Torstein Jensen, Knut Gjesdal

Electronic learning can facilitate student performance in undergraduate surgical education: a prospective observational study

David Healy, Fergal J Fleming, David Gilhooley, Patrick Felle, Alfred Wood, Thomas Gorey, Enda W McDermott, John M Fitzpatrick, Niall J O'Higgins, Arnold DK Hill

Well-being in residency training: a survey examining resident physician satisfaction both within and outside of residency training and mental health in Alberta

Jordan S Cohen, Scott Patten

Play dough as an educational tool for visualization of complicated cerebral aneurysm anatomy

Behzad Eftekhar, Mohammad Ghodsi, Ebrahim Ketabchi, Arman Ghazvini

Clinical undergraduate training and assessment in primary health care: Experiences gained from Crete, Greece

George Belos, Christos Lionis, Michael Fioretos, John Vlachonicolis, Anastas Philalithis

Being uninformed on informed consent: a pilot survey of medical education faculty

Brian E Mavis, Rebecca C Henry

A qualitative study of the perceptions and experiences of Pre-Registration House Officers on teamwork and support

Heidi Lempp, Mac Cochrane, John Rees

Developing essential professional skills: a framework for teaching and learning about feedback

Penny Henderson, Anne C Ferguson-Smith, Martin H Johnson

Personal health promotion at US medical schools: a quantitative study and qualitative description of deans' and students' perceptions

Erica Frank, Joan Hedgecock, Lisa K Elon

Leniency and halo effects in marking undergraduate short research projects

Brian H McKinstry, Helen S Cameron, Robert A Elton, Simon C Riley

Critical appraisal skills training for health care professionals: a randomized controlled trial [ISRCTN46272378]

Rod S Taylor, Barnaby C Reeves, Paul E Ewings, Rebecca J Taylor

Perceptions of first and third year medical students on self-study and reporting processes of problem-based learning

Berna Musal, Yucel Gursel, H Cahit Taskiran, Sema Ozan, Arif Tuna

Mapping medical careers: Questionnaire assessment of career preferences in medical school applicants and final-year students

KV Petrides, IC McManus

Using email reminders to engage physicians in an Internet-based CME intervention

Maziar Abdolrasulnia, Blanche C Collins, Linda Casebeer, Terry Wall, Claire Spettell, Midge N Ray, Norman W Weissman, Jeroan J Allison

Using a formative simulated patient exercise for curriculum evaluation

David J Solomon, Heather S Laird-Fick, Carole W Keefe, Margaret E Thompson, Mary Noel

Restrictions impeding web-based courses: a survey of publishers' variation in authorising access to high quality on-line literature

Michele Langlois, Richard F Heller, Richard Edwards, Georgios Lyratzopoulos, John Sandars

Teaching cardiac auscultation to trainees in internal medicine and family practice: Does it work?

B Favrat, A Pécoud, A Jaussi

Instructions to authors for case reporting are limited: A review of a core journal list

Olanrewaju Sorinola, Olufemi Olufowobi, Aravinthan Coomarasamy, Khalid S Khan

A Family Day program enhances knowledge about medical school culture and necessary supports

Mary A Bell, Paula S Smith, James J Brokaw, Herbert E Cushing

Development and validation of the CAM Health Belief Questionnaire (CHBQ) and CAM use and attitudes amongst medical students

Désirée Lie, John Boker

Learning from the problems of problem-based learning

Richard Epstein

A survey of medical students to assess their exposure to and knowledge of renal transplantation

Anusha G Edwards, Andrew R Weale, Justin D Morgan

Teaching statistics to medical students using problem-based learning: the Australian experience

J Martin Bland

Student evaluation of an OSCE in paediatrics at the University of the West Indies, Jamaica

Russell B Pierre, Andrea Wierenga, Michelle Barton, J Michael Branday, Celia DC Christie

Student responses to the introduction of case-based learning and practical activities into a theoretical obstetrics and gynaecology teaching programme

Júlio Massonetto, Cláudio Marcellini, Paulo Assis, Sérgio de Toledo

Evaluation of a communication skills seminar for students in a Japanese medical school: a non-randomized controlled study

Kei Mukohara, Kazuya Kitamura, Hideki Wakabayashi, Keiko Abe, Juichi Sato, Nobutaro Ban

A randomized trial comparing digital and live lecture formats [ISRCTN40455708

David J Solomon, Gary S Ferenchick, Heather S Laird-Fick, Kevin Kavanaugh

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