Relevant bibliographies by topics / Medical education Medical education Medicine Education, Medical Education, Medical

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Medical education Medical education Medicine Education, Medical Education, Medical'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Medical education Medical education Medicine Education, Medical Education, Medical"

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Whelan, Greg. "Medical education." Medical Journal of Australia 150, no. 9 (May 1989): 532. http://dx.doi.org/10.5694/j.1326-5377.1989.tb136644.x.

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Greep, J. M., and H. Schmidt. "MEDICAL EDUCATION." Lancet 332, no. 8620 (November 1988): 1140. http://dx.doi.org/10.1016/s0140-6736(88)90557-0.

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Gupta, Krishan, R. Bernabei, P. U. Carbonin, Janet Grant, Philip Marsden, GeorgeE Shambaugh, and T. Sherwood. "Medical education." Lancet 345, no. 8962 (June 1995): 1440–41. http://dx.doi.org/10.1016/s0140-6736(95)92630-5.

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Lobon, L. F. "Medical education." European Journal of Emergency Medicine 5, no. 1 (March 1998): 132. http://dx.doi.org/10.1097/00063110-199803000-00095.

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Lobon, L. F. "Medical education." European Journal of Emergency Medicine 5, no. 1 (March 1998): 132. http://dx.doi.org/10.1097/00063110-199803000-00096.

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Lucey, Catherine Reinis. "Medical Education." JAMA Internal Medicine 173, no. 17 (September 23, 2013): 1639. http://dx.doi.org/10.1001/jamainternmed.2013.9074.

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Petersdorf, R. G. "Medical education." JAMA: The Journal of the American Medical Association 263, no. 19 (May 16, 1990): 2652–54. http://dx.doi.org/10.1001/jama.263.19.2652.

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Salter, R. "Medical education." Postgraduate Medical Journal 73, no. 857 (March 1, 1997): 191. http://dx.doi.org/10.1136/pgmj.73.857.191.

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Taylor, D. "Medical education." Postgraduate Medical Journal 73, no. 857 (March 1, 1997): 191. http://dx.doi.org/10.1136/pgmj.73.857.191-a.

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Cooles, P. "Medical education." BMJ 306, no. 6869 (January 2, 1993): 66. http://dx.doi.org/10.1136/bmj.306.6869.66-a.

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Dissertations / Theses on the topic "Medical education Medical education Medicine Education, Medical Education, Medical"

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Chan, King-chung. "Institute of Chinese Medical Education." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/orecord.jsp?B25951762.

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Click, Ivy A., Abbey K. Mann, Morgan Buda, Anahita Rahimi-Saber, Abby Schultz, K. Maureen Shelton, and Leigh Johnson. "Transgender Health Education for Medical Students." Digital Commons @ East Tennessee State University, 2019. https://doi.org/10.1111/tct.13074.

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Background Transgender individuals face numerous health disparities and report negative experiences with health care providers related to their gender identity. Significant gaps in medical education regarding transgender health persist despite calls for increased sexual and gender minority content. The purpose of this student‐led study was to assess the effectiveness of a half‐day educational intervention on first‐ and second‐year medical students’ attitudes and knowledge of transgender health. Methods Students and faculty members collaborated to develop an educational session on transgender health. This content was presented to first‐ and second‐year medical students at Integrated Grand Rounds, a pedagogical method in which basic science and clinical faculty members co‐present didactic content interspersed between live patient interviews and student‐led small group discussions. Student participants (n = 138) completed voluntary 9‐item pre‐ and post‐session surveys assessing comfort with and knowledge of transgender medicine. Results Students’ comfort with and perceived knowledge about transgender patients increased significantly between pre‐ and post‐test. Students’ knowledge of transgender medicine standards of care also improved, though not all items reached significance. Discussion A half‐day educational intervention improved many facets of medical students’ attitudes and knowledge about transgender patients. The significant disparities in physical health, mental health and access to care currently experienced by transgender persons in the United States warrants the continued testing and refinement of educational interventions for future and practising providers.
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Chan, King-chung, and 陳敬聰. "Institute of Chinese Medical Education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31983777.

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Dixon, Corrina Aloyse. "Accommodating women's learning in continuing medical education." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2447.

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The purpose of this project was to present continuing medical education providers with a handbook that presents current perspectives on women's learning and suggests practice guidelines that can be incorporated into the planning of existing and future medical education activities.
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Weigand, Robert. "Identifying Emotional Intelligence and Metacognition in Medical Education." Thesis, University of New England, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10798589.

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An extensive literature review identified emotional intelligence and metacognition had not been examined in medical education as integrated concepts in the reflective practice of medical residents. Continued research into the independent application of these concepts in medical education maintains a perspective that has permeated medical literature for 20 years. Research into emotional intelligence and metacognitive functioning and its’ influence on reflective practice in medical education acknowledges the need for more taxonomies of knowledge and skills. A quantitative correlational study was conducted utilizing Family Practice residents. Three valid and reliable assessment tools identified as the MSCEIT, MAI and Groningen were used in this study to determine emotional intelligence, metacognitive ability and reflective ability in Family Practice residents. Findings did not refute the null hypothesis identified as no statistical relationship exists between emotional intelligence and metacognition. Scores between males and females in emotional intelligence appeared descriptively different but not statistically significant. Emotional intelligence and metacognition did not predict strength in reflective ability based on residency year. Descriptive findings indicated female residents scored higher in perceiving emotions while male residents scored higher in thinking about their feelings. Female Family Practice residents scored higher than male Family Practice residents in metacognition each residency year. Females also scored higher than males in reflective practice in each of the three residency years. The small sample size in this study was an acknowledged limitation. Additional qualitative and quantitative research needs to be conducted to learn more about the integration of these three concepts in medical education. iv

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Simpson, Donald. "The Adelaide medical school, 1885-1914 : a study of Anglo-Australian synergies in medical education /." Title page, contents and introduction only, 2000. http://web4.library.adelaide.edu.au/theses/09MD/09mds613.pdf.

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Padmore, Jamie Sue. "A conceptual framework of the clinical learning environment in medical education." Thesis, University of Maryland University College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10041765.

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The hospital setting provides an environment for patients to receive medical care, for medical professionals to provide treatment, and for medical students and residents to learn the practice of medicine through supervised patient encounters. Education provided at the point of care allows students and residents to apply knowledge and develop clinical skills needed for medical practice. The hospital environment is also a confluence of learning and work, where applied learning takes place in an integrated and simultaneous manner with work duties. This setting, referred to as the clinical learning environment (CLE), is a focus for educators, scholars, administrators, regulators and accrediting agencies to understand, measure and improve it. While several instruments have been developed to measure the CLE, they suffer from great variation in subscales and content. The purpose of this study is to deconstruct the CLE, apply theories from related fields, and frame those theories in the context of the hospital setting to develop a conceptual framework for the CLE. A systematic review of the literature and thematic synthesis of existing research about the CLE provided evidence to inform and test a learning environment framework in the clinical setting. Data from qualitative CLE assessments, the ACGME Clinical Learning Environment Review (CLER) Pathways to Excellence, and existing CLE measurement instruments informed these results. Findings showed that a CLE framework consists of three mediating factors: learning, people, and change. As the clinical setting is a unique environment for learning, the people dimension (as a community of practice) was found to be the most influential on learning outcomes for students. The dimension of change was found to be most influential from the perspective of improving organizational or work outcomes, including patient care, clinical quality and patient safety. Findings from this study provide researchers and scholars with a framework to for developing measures of clinical learning environment effectiveness, and informing practitioners of CLE components and relationships that impact both learning and organizational outcomes.

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Ramirez-Fernandez, Luis. "The evaluation of Chilean medical educators' perceptions about establishing a national medical examination in Chile /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266362336727.

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Stueland-Adamski, Nancy M. "Factors that influence physicians' selection of continuing medical education activities." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007stueland-adamskin.pdf.

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Kruger, Mariana. "Ethics education in a problem-based medical curriculum." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50339.

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Thesis (MPhil)--Stellenbosch University, 2005.
ENGLISH ABSTRACT: The complex ethical dilemmas created by advanced technological medicine and problematic doctor-patient relationships have lead to an increasing interest in medical ethics education since the 1980's. The Medical School of the University of Pretoria has embarked on a new undergraduate medical curriculum in 1997. Ethics is educated in a longitudinal fashion over the six years of the medical curriculum and has focussed largely on the principal-based approach as described by Beauchamp and Childress. The research participants were the first final year class of this new curriculum, while the facilitators were medical educators or philosophers. The major finding was that the students were not yet able to identify ethical dilemmas with ease, although they were successful in the application of the principal-based approach to the vignettes of the study. The students did not cope well with the uncertainty created by ethical dilemmas and sought to solve the situation by creating boundaries provided by medical law. Therecommendations of the study are that the theoretical component of the ethics curriculum should: 1) include more approaches to ethics, than only the principal-based approach; 2) address daily experienced ethical dilemmas during the study years in small group discussions; 3) and implement a portfolio assessment which can serve as a tool for students to track their own development in reflection on ethical dilemmas. In conclusion, the question remains whether we are currently ready to come ""face to face" with the "other" as Levinas argues or are we still divided into "only two classes of mankind in the world - doctors and patients" as remarked by Kipling in the 19th century.
AFRIKAANSE OPSOMMING: Die komplekse etiese dilemmas, veroorsaak deur hoogs gespesialiseerde tegnologiese medisyne en die problematiese dokter-pasiënt verhouding, het gelei tot 'n verhoogde belangstelling in mediese etiekonderrig sedert die 1980's. Die Mediese Skool van die Universiteit van Pretoria het in 1997 'n nuwe voorgraadse mediese kurrikulum geïmplimenteer. Etiek is op 'n longitudinale manier onderrig oor ses jaar in die mediese kurrikulum en het gefokus op die beginsel-benadering soos beskryf deur Beauchamp en Childress. Die navorsingsdeelnemers was die eerste finale-jaar klas van die nuwe kurrikulum, terwyl die fasiliteerders mediese dosente of filosowe was. Die hoofbevinding van die kurrikulum was dat die studente nie die etiese dilemmas met gemak kon identifiseer nie, alhowel hulle suksesvol die beginsel-benadering kon toepas op die gevallestudies. Die studente hanteer nie onsekerheid, veroorsaak deur die etiese dilemmas, met gemak nie en probeer om die saak op te los deur die skep van grense verskaf deur mediese reg. Die aanbevelings van die studie is dat die teoretiese komponent van die etiekkurrikulum die volgende moet bevat: 1) bekendstelling aan meerdere benaderings tot die etiek, bo en behalwe die beginsel-gebaseerde benadering; 2) aanspreek van die daaglikse etiese dilemmas gedurende die studiejare in kleingroepbesprekings; 3) en die implementering van 'n portfolio-evaluasie, wat kan dien as 'n instrument vir die studente om hul eie ontwikkeling aangaande nadenke oor etiese dilemmas na te gaan. Opsommend, die vraag is steeds of ons tans gereed is om "aangesig-tot-aangesig" te verkeer met die "ander" soos Levinas redeneer of is ons steeds verdeel in "slegs twee klasse van menswees in die wêreld - dokters en pasiënte" soos opgemerk deur Kipling in die 19deeeu.
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Books on the topic "Medical education Medical education Medicine Education, Medical Education, Medical"

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United States. Congressional Budget Office., ed. Medicare and graduate medical education. Washington, DC: Congress of the U.S., Congressional Budget Office, 1995.

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Reinschmidt, J. S. Continuing medical education. [Portland, Or: OHSU School of Medicine], 1997.

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Association, American Medical. Graduate medical education directory. Chicago, IL: American Medical Association, 1994.

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Eng, Khoo Hoon, ed. Basics in medical education. Singapore: World Scientific, 2003.

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Eng, Khoo Hoon, ed. Basics in medical education. 2nd ed. Hackensack, NJ: World Scientific, 2009.

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Amin, Zubair. Basics in medical education. 2nd ed. Hackensack, NJ: World Scientific, 2009.

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Educating doctors: Crisis in medical education, research & practice. New Brunswick, N.J., U.S.A: Transaction Publishers, 1997.

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Office, General Accounting. Medicare: Indirect medical education payments are too high. Washington, D.C: The Office, 1989.

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Office, General Accounting. Medicare: Indirect medical education payments are too high. Washington, D.C: The Office, 1989.

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Erica, Bell. Rural medical education: Practical strategies. Hauppauge, N.Y: Nova Science, 2011.

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Book chapters on the topic "Medical education Medical education Medicine Education, Medical Education, Medical"

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Brody, Howard, Zahra Meghani, and Kimberley Greenwald. "Medical Education." In Philosophy and Medicine, 191–222. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3049-8_10.

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Winn, Robert A., and Karriem S. Watson. "Graduate Medical Education." In Respiratory Medicine, 139–47. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43447-6_12.

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Davids, Joseph, Kyle Lam, Amr Nimer, Stamatia Gianarrou, and Hutan Ashrafian. "AIM in Medical Education." In Artificial Intelligence in Medicine, 1–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58080-3_30-1.

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Gordon, J. Jill, and H. Martyn Evans. "Learning medicine from the humanities." In Understanding Medical Education, 213–26. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118472361.ch16.

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Gordon, J. Jill, and H. Martyn Evans. "Learning Medicine from the Humanities." In Understanding Medical Education, 83–98. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444320282.ch6.

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Chiavaroli, Neville, Chien-Da Huang, and Lynn Monrouxe. "Learning Medicine With, From, and Through the Humanities." In Understanding Medical Education, 223–37. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119373780.ch16.

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Reisman, Tamar, Dennis Dacarett-Galeano, and Zil Goldstein. "Transgender Care and Medical Education." In Transgender Medicine, 283–92. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05683-4_14.

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Bleakley, Alan. "Democracy in Medicine." In Advances in Medical Education, 31–45. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02487-5_3.

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Ander, Douglas S., Joshua Wallenstein, Alyssa Bryant, and Kim Fugate. "Simulation in Undergraduate Medical Education." In Comprehensive Healthcare Simulation: Emergency Medicine, 167–72. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57367-6_15.

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Pozner, Charles N., and Andrew Eyre. "Simulation in Graduate Medical Education." In Comprehensive Healthcare Simulation: Emergency Medicine, 173–80. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57367-6_16.

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Conference papers on the topic "Medical education Medical education Medicine Education, Medical Education, Medical"

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Oh, Youngsub. "EDUCATIONAL UTILIZATION OF NARRATIVE MEDICINE IN KOREAN MEDICAL SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end109.

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The purpose of this study is to explore current status and future task of educational utilization of medical humanities, focusing on narrative medicine in Korea. For this end, firstly, this study reviewed Korean research literatures on medical humanities. Second, this study reviewed the educational utilization of narrative medicine in medical education and humanities education in Korea. Lastly, this study provided the implication and future task for education and research. This study is expected to be a useful reference for developing teaching and learning model to nurture medical professionals, counselors and therapists, and researchers.
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Ruppert, S., and D. Richards. "Medicine 2.0: Web 2.0 for Medical Education." In Web-based Education. Calgary,AB,Canada: ACTAPRESS, 2010. http://dx.doi.org/10.2316/p.2010.688-008.

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Arsenijević, Olja, Marija Lugonjić, and Polona Šprajc. "E-Learning Continuous Medical Education of Health Workers." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.3.

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t Continuing medical education (CME) is the right and obligation of every health worker for continuous professional development and one of the conditions for license renewal. The need for CME arose as a consequence of constant innovations in medicine as a science, as well as the introduction of new technologies in therapy, diagnostics and health care. It is necessary (mandatory) for all health workers, because it provides monitoring and reform of the education and health system according to WHO recommendations. A CME is a set of educational activities that serve to maintain, develop, or increase the knowledge, skills, and professional accomplishments and relationships that a physician and other health care professionals use to provide services to patients, the public, or the profession. The CME system ensures that the latest knowledge and the latest treatment techniques are transferred through additional and continuous form of internal or external training to doctors and medical technicians, and aims to raise the level of expertise and improve the quality of health care in all forms of health care and daily practice. E-learning is a step forward in CME. The aim of this paper is to present the e-learning system of education of medical workers in Serbia, as well as to present the attitudes of health workers about e-learning continuous medical training through empirical research.
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Almodaifer, Ghada, Alaadin Hafez, and Hassan Mathkour. "Discovering medical association rules from medical datasets." In 2011 International Symposium on Information Technology in Medicine and Education (ITME 2011). IEEE, 2011. http://dx.doi.org/10.1109/itime.2011.6132053.

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Gukina, L. V., and I. A. Khonina. "ENGLISH-RUSSIAN MEDICAL DICTIONARIES OF EARLY EDITIONS AS BASIC COMPONENT OF TEACHING ENGLISH OF MEDICINE AT THE MEDICAL UNIVERSITY." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.113-121.

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He article presents the analysis of content and practical use of medical English-Russian dictionaries of early national and foreign editions based on practice of teaching English of medicine in the KemSMU. Dictionaries are shown as basic component of teaching English of medicine at the medical university.
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Zhang, Xiaofeng, Shi Cheng, Hong Ding, Huiqun Wu, Nianmei Gong, and Rengui Cheng. "Ultrasound Medical Image Denoising Based on Multi-direction Median Filter." In 2016 8th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2016. http://dx.doi.org/10.1109/itme.2016.0194.

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Eklics, Kata, Eszter Kárpáti, Robin Valerie Cathey, Andrew J. Lee, and Ágnes Koppán. "Interdisciplinary Medical Communication Training at the University of Pécs." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9443.

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Medical communication training is being challenged to meet the demands of a more internationalized world. As a result, interdisciplinary simulation-based education is designed to advance clinical skill development, specifically in doctor-patient interactions. The Standardized Patient Program has been applied in American Medical Schools since the 1960s, implementing patient profiles based on authentic cases. At the University of Pécs, Medical School in Hungary, this model is being adapted to facilitate improving patient-interviewing, problem-solving, and medical reporting skills. The interdisciplinary program operates in Hungarian, German and English languages, utilizing actors to perform as simulated patients under the close observation of medical specialists and linguists. This innovative course is designed to train students to successfully collect patient histories while navigating medical, linguistic, emotional, and socio-cultural complexities of patients. Experts in medicine and language assess student performance, offering feedback and providing individualized training that students might improve their professional and communicative competencies. This paper examines how this interdisciplinary course provides valuable opportunities for more efficient patient-oriented communication practices. Through responding to medical emergencies, miscommunications, and conflicts in a safe environment, medical students prepare to deal with a diverse patient context, that more qualified and empathetic health personnel may be employed throughout clinics worldwide. Keywords: interdisciplinary simulation-based education, doctor-patient interaction, MediSkillsLab, medical history taking, language for specific purposes competencies
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He, Zhifang, and Mengchun Zhang. "Research on Moral Personality Health Education of Medical Students." In 2016 8th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2016. http://dx.doi.org/10.1109/itme.2016.0165.

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Matsuki, Noriaki, Motohiro Takeda, and Takami Yamaguchi. "Challenge to Biomedical Education Systems for Engineers: REDEEM and ESTEEM Projects." In ASME 2007 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2007. http://dx.doi.org/10.1115/sbc2007-176765.

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Applications of Engineering are extremely progressive in medical area nowadays. To develop new industry in medical area, it is important to train manpower who has knowledge of both medicine and engineering. But it is quite difficult to talk about the same issues between medical doctors and engineers because they do not understand their technical terms nor the ways of thinking each other. Though medical science also advances rapidly, most of those advancements have been based on the technologies of other sciences like engineering. Current technologies of engineering could advance medicine much more quickly. To urge incubation of current technology, bio-medical engineers should actively cultivate medical area. Therefore ideal medical engineers should get acquainted with knowledge of medicine and current engineering [1]. On the point of view, Tohoku University in Japan has managed a re-education project for working engineers named REDEEM (Recurrent Education for Development of Engineering Enhanced Medicine) since 2004 and are planning ESTEEM (Education through the Synergetic Training for the Engineering Enhanced Medicine) project (Figure 1.).
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Kralova, Eva. "MOTIVATION AND ATTITUDES OF MEDICAL STUDENTS TOWARDS TEACHING AND LEARNING NATURAL SCIENCES." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.69.

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Attitudes of medical students towards teaching and learning of natural sciences as an inevitable part of medical curriculum are often negative and lack of motivation is observed. Research project is focused on the identification and subsequently application of motivating approaches in the teaching. Pedagogical investigation using anonymous questionnaire was used with the aim to specify respondents (1st year students of Comenius University Faculty of Medicine in Bratislava) motivation and attitudes towards teaching and learning natural sciences before starting medicine study and after 1st semester of medicine study. Keywords: university medical education, students’ motivation, natural sciences.
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Reports on the topic "Medical education Medical education Medicine Education, Medical Education, Medical"

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Koelsch, Angela A. The Impact of Managed Care on Internal Medicine Graduate Medical Education at Brooke Army Medical Center. Fort Belvoir, VA: Defense Technical Information Center, June 2000. http://dx.doi.org/10.21236/ada408197.

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DEPARTMENT OF THE ARMY WASHINGTON DC. Medical Services: Nutrition Standards and Education. Fort Belvoir, VA: Defense Technical Information Center, June 2001. http://dx.doi.org/10.21236/ada403178.

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Glied, Sherry, and Adriana Lleras-Muney. Health Inequality, Education and Medical Innovation. Cambridge, MA: National Bureau of Economic Research, June 2003. http://dx.doi.org/10.3386/w9738.

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Smith, Roger D. Medical Robotic and Telesurgical Simulation and Education Research. Fort Belvoir, VA: Defense Technical Information Center, September 2014. http://dx.doi.org/10.21236/ada623466.

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Smith, Roger D. Medical Robotic and Telesurgical Simulation and Education Research. Fort Belvoir, VA: Defense Technical Information Center, September 2015. http://dx.doi.org/10.21236/ada623646.

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Smith, Roger D. Medical Robotic and Telesurgical Simulation and Education Research. Fort Belvoir, VA: Defense Technical Information Center, September 2013. http://dx.doi.org/10.21236/ada615543.

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Smith, Roger D. Medical Robotic and Telesurgical Simulation and Education Research. Fort Belvoir, VA: Defense Technical Information Center, September 2012. http://dx.doi.org/10.21236/ada566554.

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McGaha, James F. Medical Readiness Training, Retention, and Cost Efficiency: The Future Of DOD's Graduate Medical Education Program. Fort Belvoir, VA: Defense Technical Information Center, April 1997. http://dx.doi.org/10.21236/ada326579.

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Jeon, Sung-Hee, and R. Vincent Pohl. Medical Innovation, Education, and Labor Market Outcomes for Cancer Patients. W.E. Upjohn Institute, March 2019. http://dx.doi.org/10.17848/wp19-306.

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Palmer, Ryan. Exploring Online Community Among Rural Medical Education Students: A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.990.

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