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Journal articles on the topic 'Medical education and practice'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Debas, Haile T. "Medical Education and Practice." Archives of Surgery 135, no. 9 (2000): 1096. http://dx.doi.org/10.1001/archsurg.135.9.1096.

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2

Kandi, Venkataramana. "Medical Education, Ethics, Educational Technologies, Research & Practice: Ethics in Medical Education and Practice-A Book Review." American Journal of Educational Research 9, no. 2 (2021): 83–84. http://dx.doi.org/10.12691/education-9-2-5.

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3

Mahamajanovna, Kasimova Nodira. "Human Anatomy in Medical Education: Pedagogical Foundations and Practice." European International Journal of Pedagogics 5, no. 5 (2025): 134–37. https://doi.org/10.55640/eijp-05-05-29.

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This article provides an in-depth analysis of the role of human anatomy in the medical education system and the principles of its effective instruction. The primary objective of teaching anatomy is to equip students with comprehensive theoretical knowledge of the human body and to develop essential practical skills required for their future medical practice. The article explores modern pedagogical strategies, including the use of interactive methods, visual aids, 3D models, and virtual reality (VR) technologies, aimed at enhancing the efficiency of anatomy teaching. The integration of anatomy

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4

Wegman, M. E. "Social origins, medical education, and medical practice." American Journal of Public Health 81, no. 1 (1991): 13–14. http://dx.doi.org/10.2105/ajph.81.1.13.

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5

Wald, Hedy S., Jonathan McFarland, and Irina Markovina. "Medical humanities in medical education and practice." Medical Teacher 41, no. 5 (2018): 492–96. http://dx.doi.org/10.1080/0142159x.2018.1497151.

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6

Kaufman, Elinore, Tara Lagu, Nicholas S. Hannon, Jahnavi Sagi, and Michael B. Rothberg. "Mythmaking in medical education and medical practice." European Journal of Internal Medicine 24, no. 3 (2013): 222–26. http://dx.doi.org/10.1016/j.ejim.2012.12.011.

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7

Wu, Velyn, Mary Theobald, Randolf Pearson, Stephanie Matosich, and Randolf Pearson. "Competency-Based Medical Education in Residency Education." Family Medicine 56, no. 2 (2024): 144. http://dx.doi.org/10.22454/fammed.2024.369809.

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8

Syed Razi Muhammad. "Best Evidence Medical Education." JMMC 2, no. 1 (2011): 1–2. http://dx.doi.org/10.62118/jmmc.v2i1.407.

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Best evidence Medical Practice (BEMP) has given much needed direction to medical practice in the last quarter of a century. I vividly remember that during my education in Dow Medical College in early 80s, and later during my practice in UK in mid 80s and part of mid 90s, we practiced what we saw or sometimes read. In other words, Medical practice was based on fixed opinions. From early 90s, it was obvious that most doctors, especially those working in teaching hospitals, were becoming more sensitive towards the need for evidence before accepting any change in their practice. This was made easy

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9

Jones, Richard J. "NUTRITION EDUCATION IN MEDICAL PRACTICE." Nutrition Reviews 21, no. 7 (2009): 193–95. http://dx.doi.org/10.1111/j.1753-4887.1963.tb04781.x.

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10

Siuba, Matthew T., Seth R. Bauer, and Eduardo Mireles-Cabodevila. "Continuous Medical Education Changes Practice." Critical Care Explorations 1, no. 6 (2019): e0017. http://dx.doi.org/10.1097/cce.0000000000000017.

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11

Mayne, Keith. "Practice‐linked continuing medical education." Medical Journal of Australia 161, no. 10 (1994): 630–32. http://dx.doi.org/10.5694/j.1326-5377.1994.tb127647.x.

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12

Hays, Richard B., Tarun Sen Gupta, and Kevin Arlett. "Integrating general practice medical education." Medical Journal of Australia 160, no. 7 (1994): 388–89. http://dx.doi.org/10.5694/j.1326-5377.1994.tb138257.x.

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13

Poulter, N. R. "Medical education — communicating best practice." Atherosclerosis 143 (May 1999): S13—S16. http://dx.doi.org/10.1016/s0021-9150(99)00102-1.

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14

WENTZ, DENNIS K. "Continuing Education for Medical Practice." Annals of the New York Academy of Sciences 703, no. 1 Doing More Go (1993): 257–60. http://dx.doi.org/10.1111/j.1749-6632.1993.tb26357.x.

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15

Hasan, Dr Najmul. "OPEN PEDAGOGY AND PRACTICES IN MEDICAL EDUCATION." Era's Journal of Medical Research 10, no. 2 (2023): 105–10. http://dx.doi.org/10.24041/ejmr2023.46.

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Practice in medical education via open pedagogy is very useful in improving the knowledge of physicians and as well as students. In medical education system (CME) Continuing Medical Education is the specified form of program which supports continuing education in a broad spectrum of medical field. (CME) helps to maintain the standard of learning and developing ideas of medical field. There are many activities which takes place under the (CME) like-online events, publications, online programs, audio programs, video programs and other E-learning media activities. There are many programs which ar

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16

Voultsos, JPolychronis. "The Role of Empathy in Medical Education and Clinical Practice." Mental Health & Human Resilience International Journal 8, no. 1 (2024): 1–8. https://doi.org/10.23880/mhrij-16000246.

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This article is a mini review article, which aims to cover focused aspects of the topic empathy in clinical practice and medical education and discuss its recent developments. Empathy is an integral component of the fundamental and dynamic physicianpatient relationship. Effective physician-patient relationship is essential to the provision of high-quality patient care. Physician empathy is an indispensable quality in a practicing medicine according to the principles of the so-called “patient-centered model of care”, which in turn, lies at the core of the so-called “good clinical practice” Whil

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17

Philibert, Ingrid. "International Medical Education Outreach: Benefits for US Medical Education and Practice." Journal of Graduate Medical Education 1, no. 1 (2009): 162–63. http://dx.doi.org/10.4300/01.01.0027.

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18

Yaphe, Y., and Ivar Østergaard. "Conference on basic medical education." European Journal of General Practice 2, no. 1 (1996): 45. http://dx.doi.org/10.3109/13814789609161664.

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19

White-Davis, Tanya, Jennifer Edgoose, Joedrecka S. Brown Speights, et al. "Addressing Racism in Medical Education." Family Medicine 50, no. 5 (2018): 364–68. http://dx.doi.org/10.22454/fammed.2018.875510.

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Background and Objectives: Education of health care clinicians on racial and ethnic disparities has primarily focused on emphasizing statistics and cultural competency, with minimal attention to racism. Learning about racism and unconscious processes provides skills that reduce bias when interacting with minority patients. This paper describes the responses to a relationship-based workshop and toolkit highlighting issues that medical educators should address when teaching about racism in the context of pernicious health disparities. Methods: A multiracial, interdisciplinary team identified ess

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20

Mandal, Jharna, KP Dinoop, and SubhashChandra Parija. "Microethics in medical education and practice." Tropical Parasitology 5, no. 2 (2015): 86. http://dx.doi.org/10.4103/2229-5070.162488.

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21

Stritter, FT, and M. Becker. "Research and practice in medical education." Journal of the American Podiatric Medical Association 83, no. 6 (1993): 314–18. http://dx.doi.org/10.7547/87507315-83-6-314.

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Education should be practiced with attention to principles derived from both the research in medical education and the practical experience of health professions instructors. The authors summarize both the major questions addressed by researchers in medical education during recent years and some of the answers. This paper is divided into four major categories of questions that correspond to the areas of an instructor's responsibility: 1) curricular trends, 2) instruction, 3) evaluation of learners, and 4) evaluation of teaching. It focuses largely on the undergraduate medical curriculum, altho

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22

Parmar, Krishna, and Emma Louise Kirby. "Patient-centred medical education in practice." Medical Teacher 42, no. 5 (2019): 594–95. http://dx.doi.org/10.1080/0142159x.2019.1638506.

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23

Entin, Martin A. "Reformers in Medical Education and Practice." Canadian Journal of Plastic Surgery 8, no. 1 (2000): 25–29. http://dx.doi.org/10.1177/229255030000800107.

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Background The standards of professional practice are constantly shifting to keep pace with acquired knowledge. When the standards fell short of professional expectations, when the practising physician became more concerned with financial gain than effective patient care, society needed a reformer to evaluate the process and to improve it. Study Design Individual physicians and scientists were selected from throughout the history of medicine until the end of the 18th century, who conformed to our definition of reformers, namely, a person who changed the structure or ideology of medical practic

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24

MARTENS, F. M. J. G., and J. M. H. op 't ROOT. "Practical medical education in general practice." Medical Education 26, no. 3 (1992): 213–17. http://dx.doi.org/10.1111/j.1365-2923.1992.tb00156.x.

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25

KO, U. KO, and P. Abeykoon. "EDUCATION FOR MEDICAL PRACTICE OF TOMORROW." Medical Education 28 (September 1994): 54–61. http://dx.doi.org/10.1111/j.1365-2923.1994.tb02760.x.

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26

Shaffer, Robyn, Nancy Piro, Laurence Katznelson, and Melanie Hayden Gephart. "Practice transition in graduate medical education." Clinical Teacher 14, no. 5 (2017): 344–48. http://dx.doi.org/10.1111/tct.12593.

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27

Batsaikhan, Bekhbaatar, Chao Qi, and Munkhnasan Delgerjav. "China's Medical Education Research and Practice." Science, Technology and Social Development Proceedings Series 2 (December 16, 2024): 229–32. https://doi.org/10.70088/qs9sja90.

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This paper aims to explore the current situation, challenges, and practical pathways of medical education in China. Against the backdrop of rapid global changes in medical education, China is undergoing a transformation from traditional models to modern models of medical education. By examining the structure of China's medical education system, teaching methods, curriculum design, internship and clinical training, as well as international cooperation, this paper analyzes the existing problems and proposes improvement suggestions. The study suggests that strengthening medical humanities educati

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28

Colliver, Jerry A. "Educational Theory and Medical Education Practice." Academic Medicine 77, no. 12, Part 1 (2002): 1217–20. http://dx.doi.org/10.1097/00001888-200212000-00012.

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29

Cork, Nick, Oliver Llewellyn, James Glasbey, and Chetan Khatri. "Bridging medical education and clinical practice." Lancet 384, no. 9954 (2014): 1575. http://dx.doi.org/10.1016/s0140-6736(14)61983-8.

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30

Hodson, Nathan. "Landscapes of practice in medical education." Medical Education 54, no. 6 (2020): 504–9. http://dx.doi.org/10.1111/medu.14061.

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31

O'Dowd, T. C., and P. D. Sprackling. "Continuing medical education in general practice." BMJ 298, no. 6686 (1989): 1472. http://dx.doi.org/10.1136/bmj.298.6686.1472.

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32

Palakodeti, Sanjana, Sravanthi Penubarthi, and J. N. Ambika Bai. "Empathy in medical education and practice." Telangana Journal of Psychiatry 11, no. 1 (2025): 25–29. https://doi.org/10.4103/tjp.tjp_13_25.

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Background: Empathy is a cornerstone of effective medical practice, encompassing cognitive, emotional, moral, and behavioral dimensions. Despite its profound impact on patient outcomes and physician well-being, declines in empathy during medical training remain a concern. This study aimed to assess empathy levels among medical students across different training years and explore factors influencing these levels. Methodology: A cross-sectional survey was conducted among 409 medical and dental students in Andhra Pradesh and Telangana. Empathy levels were assessed using the Toronto Empathy Questi

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33

GOYAGI, Toru. "Education from Medical Practice and Research." JOURNAL OF JAPAN SOCIETY FOR CLINICAL ANESTHESIA 44, no. 4 (2024): 419–27. https://doi.org/10.2199/jjsca.44.419.

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34

Armitage, Richard, and Mariia Pavlenko. "Medical education and war in Ukraine." British Journal of General Practice 72, no. 721 (2022): 386. http://dx.doi.org/10.3399/bjgp22x720329.

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35

Lough, Murray. "Challenging times for postgraduate medical education." British Journal of General Practice 59, no. 565 (2009): 564–65. http://dx.doi.org/10.3399/bjgp09x453738.

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36

Shaw, Sebastian C. K., Bernadette Grosjean, Sue McCowan, Malcolm Kinnear, and Mary Doherty. "Autistic role modelling in medical education." Education for Primary Care 33, no. 2 (2021): 128–29. http://dx.doi.org/10.1080/14739879.2021.1996277.

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37

Hobbs, J., T. C. Rosenthal, and W. P. Newton. "DIFFICULT CHOICES IN MEDICAL STUDENT EDUCATION." Annals of Family Medicine 4, no. 6 (2006): 564–65. http://dx.doi.org/10.1370/afm.659.

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38

Magee, Reginald. "Medical practice and medical education 1500-2001: an overview." ANZ Journal of Surgery 74, no. 4 (2004): 272–76. http://dx.doi.org/10.1111/j.1445-2197.2004.02960.x.

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39

Baral, Gehanath. "Medical Research Education." Journal of Nepal Health Research Council 19, no. 2 (2021): i—ii. http://dx.doi.org/10.33314/jnhrc.v19i2.3827.

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Research for clinical practice becomes robust if appropriate researchers are identified and trained. Utilization of research findings and its ownership can assure the appropriateness and real time research in society. Research on felt need would carry the better applicability than the observed need by external researcher. Thus the structured education program in medical research would be worth to start with.Keywords: Education program; medical research; research gap

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40

Hargreaves, Ken. "Reflection in Medical Education." Journal of University Teaching and Learning Practice 13, no. 2 (2016): 79–98. http://dx.doi.org/10.53761/1.13.2.6.

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This paper offers a medical-education perspective that I will hope complement other disciplinary perspectives in examining the value of reflection for learning in tertiary education. The paper outlines some of the theoretical strands of reflective practice facilitated in a unique course subject for professionalism and patient safety, within the new spiral curriculum at Leeds University School of Medicine. The material presented in this paper outlines some of what is delivered during the medical students’ interactive sessions; this material is continually modified based on feedback from both st

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41

Frank, Jason R., Linda S. Snell, Olle Ten Cate, et al. "Competency-based medical education: theory to practice." Medical Teacher 32, no. 8 (2010): 638–45. http://dx.doi.org/10.3109/0142159x.2010.501190.

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42

Reinharth, Daniel. "Reforms Needed in Medical Practice and Education." Annals of Internal Medicine 111, no. 10 (1989): 854. http://dx.doi.org/10.7326/0003-4819-111-10-854_2.

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43

Morris, Clare S. "On Communities of Practice in Medical Education." Academic Medicine 93, no. 12 (2018): 1752. http://dx.doi.org/10.1097/acm.0000000000002462.

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44

Bowles, L. Thompson. "Public Affairs in Medical Education and Practice." Journal of Occupational and Environmental Medicine 32, no. 4 (1990): 375. http://dx.doi.org/10.1097/00043764-199004000-00043.

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45

Nirale, Anil. "Challenges to current medical education and practice." Indian Journal of Plastic Surgery 41, no. 1 (2008): 93. http://dx.doi.org/10.4103/0970-0358.41123.

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46

Nirale, Anil. "Challenges to current medical education and practice." Indian Journal of Plastic Surgery 41, no. 01 (2008): 93–95. http://dx.doi.org/10.1055/s-0039-1699239.

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47

O'Riordan, Margaret. "Continuing medical education in Irish general practice." Scandinavian Journal of Primary Health Care 18, no. 3 (2000): 137–38. http://dx.doi.org/10.1080/028134300453313.

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48

THOW, MORAG, and ROWENA MURRAY. "Medical Humanities in Physiotherapy: Education and practice." Physiotherapy 77, no. 11 (1991): 733–36. http://dx.doi.org/10.1016/s0031-9406(10)62042-1.

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49

Davis, Dave, and Robert Galbraith. "Continuing Medical Education Effect on Practice Performance." Chest 135, no. 3 (2009): 42S—48S. http://dx.doi.org/10.1378/chest.08-2517.

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50

Rao, Raunak. "Denigration of general practice in medical education." Education for Primary Care 31, no. 6 (2020): 387. http://dx.doi.org/10.1080/14739879.2020.1780636.

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