Relevant bibliographies by topics / Medical sciences. Medical education

Contents

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

Academic literature on the topic 'Medical sciences. Medical education'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Medical sciences. Medical education"

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Huamán-Saavedra, Juan Jorge. "Preclinical Sciences in medical education." Revista Médica de Trujillo 16, no. 2 (July 9, 2021): 84–85. http://dx.doi.org/10.17268/rmt.2021.v16i02.01.

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Aronson, Stanley M. "Medical education and the nutritional sciences." American Journal of Clinical Nutrition 47, no. 3 (March 1, 1988): 535–40. http://dx.doi.org/10.1093/ajcn/47.3.535.

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Swanson, August G. "Nutrition sciences in medical-student education." American Journal of Clinical Nutrition 53, no. 3 (March 1, 1991): 587–88. http://dx.doi.org/10.1093/ajcn/53.3.587.

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Stokes, Joseph. "Medical education and the behavioral sciences." Social Science & Medicine 20, no. 3 (January 1985): 302–3. http://dx.doi.org/10.1016/0277-9536(85)90250-3.

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Bergus, George R. "Basic sciences education in the medical curriculum." Medical Education 41, no. 4 (April 2007): 427. http://dx.doi.org/10.1111/j.1365-2929.2007.02715.x.

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Mammadov, Vugar, Keri Munir, and Lala Jafarova. "Medical science, research and higher education in Azerbaijan from bioethical developments perspective." Medicne pravo 2016, no. 2 (October 25, 2016): 18–43. http://dx.doi.org/10.25040/medicallaw2016.02.018.

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Shankar, PR. "Challenges of Medical Education in Nepal." Janaki Medical College Journal of Medical Science 1, no. 1 (March 28, 2013): 1–2. http://dx.doi.org/10.3126/jmcjms.v1i1.7878.

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Osadchii, O. E. "Integrated curriculum: a contemporary innovation strategy in medical education." Kuban Scientific Medical Bulletin 27, no. 4 (August 14, 2020): 51–61. http://dx.doi.org/10.25207/1608-6228-2020-27-4-51-61.

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In its traditional form, medical education begins with learning basic science disciplines, with subsequent transition to clinical training. The basic sciences are taught as a series of separate academic courses, with no coordination applied at the inter-disciplinary level. During past decades, the integrated curriculum has become increasingly popular as a novel instructional strategy that promotes contextual learning in medical practice. The curriculum breaks down the barriers between basic and clinical sciences (vertical integration), interconnects teaching of various basic science disciplines (horizontal integration) and facilitates the acquisition of critical thinking, problem-solving and team-working skills through collaborative learning. The vertical integration is encouraged with training in clinical and communication skills starting in the first semester, teaching basic sciences at the interface with medical problems and involving clinicians in giving lectures on applied anatomy and clinical physiology. In order to facilitate the horizontal integration, basic science disciplines are taught concurrently within interdisciplinary units aligned around the body organ systems. This contributes to a better understanding of complex interrelations between structure and function and stimulates wider insights into mechanisms of the disease. The integrated curriculum supports conceptual learning rather than simple memorisation of fragmented factual knowledge. As such, it relieves the information overload imposed on students due to a rapid growth of medical knowledge in the contemporary world. With the integrated curriculum, the main emphasis is placed on problem-oriented learning guided by an experienced tutor in a small group of students. In this setting, a realistic medical case is used as a trigger for discussion aimed at linking basic science concepts with the clinical problem. Through collaborative problem-solving, students develop a clinical reasoning and team-working skills. Overall, problem-based learning puts forward a student-centred approach in a sense that students themselves are primarily responsible for identifying relevant learning objectives and self-guided acquisition of medical knowledge. This raises their motivation in learning basic sciences and markedly improves the perception of learning environment. In summary, the integrated curriculum offers a number of benefits to medical students and appears to provide an effective instrument in developing professional competencies required in clinical work.
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Hernández, Fé Fernández. "University of Medical Science of Havana Faculty of Medical Science “10 de Octubre” Diploma course: The socioeconomic inequity attributable to smoking." Clinical Research and Clinical Trials 2, no. 2 (July 29, 2020): 01–03. http://dx.doi.org/10.31579/2693-4779/013.

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Background: Socioeconomic inequity attributable to smoking has several social costs moreover than the disparities caused by the inequity cause. The precise understanding about the socioeconomic inequity attributable to smoking will contribute to a better judgment about the smoking impact over the society. That’s why the close mutual relation between Public Health, Superior Education, Economy and other social sector may make significant intake to the specialized professional formation for the smoking control. Objective: To design a diploma course about the socioeconomic inequity attributable to smoking. Materials and methods: As teoricals methods were utilized the analysis and synthesis, the comparative and the inductive deductive. As empiric method was used the bibliographic research. Results: Related to the socioeconomic inequity attributable to smoking is important to know and to understand what is, how impact over the society, how to measure it and what to do for a better control. All these questions are analyzed and answered in this diploma course. Conclusion: The diploma course takes account the particularities from several social sectors respect to the postgraduate education necessities about the smoking economic control specifically in references to the socioeconomic inequity attributable to smoking.
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Nakaya, Jun, and Hiroshi Tanaka. "Research and Education for Biomedical Informatics at Tokyo Medical and Dental University." Yearbook of Medical Informatics 16, no. 01 (August 2007): 157–62. http://dx.doi.org/10.1055/s-0038-1638540.

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SummaryBased on a basic concept of “Systems Life Science: understanding life and disease as a unified system”, we move forward in research, empirical implementation, and making contributions to healthcare policy.We integrate bioinformatics and medical informatics for identifying critical issues in biological science and solving medical challenges with a concept of “Systems Life Science” which consists of “Systems Evolutionary Biology” for basic science, “Systems Pathology” for clinical sciences, and an empirical medical informatics for future medicine.Our laboratory is an integrated laboratory consisting of a computational biology group in the School of Biomedical Sciences (SBS), a bioinformatics group in the Medical Research Institute (MRI), and a medical informatics group in the Information Center for Medical Sciences (ICMS) with a philosophy of “Empirical Systems Life Science”.Based on the philosophy of “Empirical Systems Life Science”, we continue to forward our research, education, systems implementations, and international standardization efforts. We believe that this approach will become a fundamental and effective way to uncover many of the secrets of life processes, and to help/solve complex issues for future medicine in this post genomic era with exceedingly rapidly growing amounts of -omics data and knowledge.
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Dissertations / Theses on the topic "Medical sciences. Medical education"

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Galper, Carol Quillman. "Evidence of professional values in a rural medical education program: Implications for medical education leaders." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279943.

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Medical education leaders have been concerned about the decline in professionalism among medical students. While many studies have documented the professional socialization of medical students most have simply noted the process or examined the adaptation on the part of the students to the environment of the academic health center. Few have examined the socialization of professionalism, although many articles in the literature have discussed the lack of professionalism seen among medical students and they progress through their medical education. This is seen in students' distancing from patients, adopting the use of dehumanizing terminology when referring to patients and their families, and the decline in psycho-social functioning. There appear to be many factors that have facilitated this decline in professional values. Some include the increasing involvement of managed care in the teaching hospital, requirements for faculty to increase their clinical revenue thus reducing their time spent with students, and relegation of the teaching of medical students to residents. This study examines an alternate environment, the rural site, as one that may favor the adoption of the traditional or core professional values of physicians. This research qualitatively examines student's comments related to their involvement in a rural medical education program. This program, which selects 15 students each year from the entering class of medical students, seeks to nurture interest in rural practice. These medical students appear to have increased exposure to professional values due to their increased time spent in the rural environment. These teaching sites provide an alternative with which to compare the values held and reinforced in the academic health center. The values in the rural environments appear to be different than those in the academic health center, and seem to reflect professionalism in ways that are more consistent with the traditional values of physicians. These values include ones such as service to the community, altruism, honesty, respect and collegiality. The professional socialization of medical students requires the socialization of professional values. The rural medical education sites examined here through the students' comments reflect a different type of experience, one in which professional values are modeled, expected and upheld.
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Groom, Jeffrey A. "Medical Decision Making Under Stress-Evaluating the Role of Computerized Medical Simulation Education." NSUWorks, 2005. http://nsuworks.nova.edu/gscis_etd/552.

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In an emergency, cognitive ability, skill performance, and decision making skills of medical personnel are often impaired due to the physical and psychological effects of stress created by the emergency event itself. Computerized human patient simulators hold the potential of enabling personnel to recreate the cognitive, psychomotor, and affective demands of a real life medical emergency without putting patients or personnel at risk. While previous research has demonstrated the potential of simulation-based instruction to improve cognitive and psychomotor learning outcomes, there has been no attention focused on affective learning domains and performance outcomes. Repeated practice in a realistic simulation training environment has the potential to decrease the stress response of personnel in an emergency, blunt the effects of skill degradation due to stress, and increase the performance capacity of medical personnel in an actual emergency. In this study, senior anesthesiology nursing residents participated in a series of computerized patient simulation scenarios in which overall medical performance and physiological and psychological indicators of stress were assessed. Physiological measures included noninvasive measures of heart rate, blood pressure, and salivary cortisol level. Psychological measurements included the State-Trait Anxiety Inventory (STAT) and two Likert-scale responses to the subject's perceived level of stress and level of confidence. Because of the individual variation in response to stress, each subject served as their own control. Fifty-four subjects participated in the study. A random sample of 16 subjects participated in a baseline nonemergency simulation scenario. All 54 subjects then participated in a pre- and post-intervention simulated emergency scenario. Between the two scenarios, each subject received 16 hours of simulation-based instruction in the management of anesthesia emergencies and stress inoculation training. Subjects showed a significant increase in all parameters in the pre-intervention emergency scenario when compared to the nonemergency baseline scenario. Equally, all subjects showed a significant increase in parameters during the pre-intervention scenario when compared to that during post-intervention scenario. However, all of the parameters during the post-intervention scenario showed significantly less response to stress than during the pre-intervention scenario. Additionally, ratings for performance showed a significant increase in the post-intervention scenario when compared to performance during the pre-intervention scenario. The research demonstrates that computerized human patient simulation is capable of replicating the demands of a real emergency. The study was able to validate an improvement in medical performance and decrease in responsiveness to stress. The research appears to be the first to confirm the utility of simulation-based instruction in mitigating the physical and psychological effects of stress, created by an emergency event itself. Equally important, the participants reported a decreased perception of stress and an increased level of confidence following the intervention. The combination of stress inoculation training and simulation-based instruction appears to an effective strategy for improving cognitive, psychomotor and affective learning and performance outcomes. Further study in a wider population and evaluation of the duration of the intervention is warranted.
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Kovach, Alison A. "Challenges of Medical Laboratory Science and Medical Laboratory Technology Program Directors." Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1433424508.

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Warrick, Philip A. "A VRML-based anatomical visualization tool for medical education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29635.pdf.

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Bergsma, Lynda Joan. "Ideological reproduction and social control in medical education." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282392.

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This sociological study of medical school culture employed a critical framework for analysis of ideological reproduction and social control. A literature review provided a social-historical context for the empirical findings that focused on student-faculty discourse at one college of medicine during the third-year Family and Community Medicine clerkship. Data collection consisted of audio recording and observation in both classroom and clinical settings. A depth hermeneutical analysis was used to answer three research questions. For question 1, "What is the macro medical social context within which ideologies are being reproduced and received in medical education?" a literature review on recent trends in health care delivery and medical education elucidated the social-historical conditions in which ideological and social control constructs are embedded today. The principal finding was that the U.S. health system is embroiled in a revolution, characterized by the frequently contradictory ideologies of medical advocacy and business allocation. For question 2, "What are the principal ideological and social control messages being reproduced in medical education?" a discursive analysis of faculty-student dialogue was structured around eight thematic elements. Findings revealed that medical education does not prepare students to think critically about social and environmental issues that cause 85% of illness in our society, with faculty dominance often acting as a major deterrent. The principal messages being reproduced extended from a therapeutic ideology that promotes the physician's definition/control of patient problems. Also found was a deeply conflictual relationship between managed and medical care. For question 3, "How does the meaning mobilized by these ideological messages in medical education serve to establish and sustain relations of domination and social control?" an interpretive process clarified how ideology and social control sustain relations of power that systematically confound and effectively eliminate social justice in health care. Because the right to define the patient's problem gives the physician extraordinary power, the drive to reach a differential diagnosis is extremely strong, and gaining diagnostic expertise is medical education's consuming focus. As a result, students leave medical school prepared for their professional social control role, while uncritically accepting the inequitable and illness-causing social, economic, and political ideologies of our time.
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Grochowski, Colleen O. "Assessing change in medical education: A case study." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289885.

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Despite a 70-year long call for reform of the structure of medical education, the process by which one becomes a physician has remained remarkedly unchanged since the early 1900s. This case study was undertaken to identify the factors the facilitated and inhibited attempts at curricular reform in a state College of Medicine at a Research I institution in the southwest. The theoretical lenses of resource dependency, academic capitalism, professionalism/jurisdiction, power, and leadership were used to identify and understand the interrelatedness of the internal and external factors influencing change in medical education. Based on the theoretical constructs underlying the study, several propositions were outlined a priori. The findings indicated support for the propositions: the dean's support of reform initiatives was a key factor in the success of the initiatives; and conversely, those initiatives that were not actively and verbally supported by the dean did not tend to be approved; the dean influenced the agenda by taking key proposals for reform off the agenda; faculty were most resistant to those proposals that would have required them to relinquish their curricular jurisdiction to a central curriculum authority; faculty further maintained jurisdiction over their courses by simply choosing not to use materials made available to them through educational grants; the tenuous financial situation of the institution at the time affected the dean's and the faculty members' willingness to be involved in and support curricular reform efforts as they were under increasing pressure to increase their income-generating activities; and furthermore, the resource allocation patterns of the institution did not support reform initiatives. The findings highlighted two themes that were not accounted for in the propositions. The first indicated that the quality of the working relationship transcended jurisdictional boundaries that would have been expected from the professionalism/jurisdiction framework underlying the study. The second indicated that the efforts of a single individual could transcend all of the theoretical constructs underlying the study. Lastly, based on the findings of the study, several strategies were developed that may be useful to consider when attempting curricular reform.
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Seago, Brenda. "UTILIZATION OF SIMULATION TO TEACH PELVIC EXAMINATION SKILLS TO MEDICAL STUDENTS: IMPLICATIONS FOR MEDICAL EDUCATION." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2290.

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Medical education is changing. Physicians have less time for teaching clinical skills and for direct observation of medical students, due to sicker patients in the hospital, shorter hospital stays, competing demands of research and patient care, and implementation of the eighty hour work week for residents. The consumer movement increased awareness of medical errors, patient safety and quality of healthcare. Teaching the pelvic examination is ethically complex. Questions have arisen about medical students learning to conduct the pelvic examination on actual patients. This study utilizes the pelvic examination simulator and genital teaching associates (GTAs) to teach pelvic exam skills to optimize limited resources, as well as address safety and ethical concerns. The purpose of the study was to provide medical students with more practice in pelvic examination skills, to test a pelvic examination simulator, and to explore a new model for teaching pelvic examination skills to second year medical students. After IRB approval, one hundred sixty eight second year medical students at Virginia Commonwealth University School of Medicine participated in the study. A two-armed trial design provided all medical students with pelvic exam training on the pelvic exam simulator and genital teaching associate. Data were gathered via an experience and demographic questionnaire, blood pressure readings, the Fear of Pelvic Examination Scale scores and performance scores after the training. Data analysis consisted of descriptive statistics, paired and independent sample t-tests and the linear mixed model. Statistical tests determined the relationship between fear, blood pressure and performance. The findings revealed that the GTA training group had significantly more fear than the pelvic exam simulator group and significantly higher performance scores than the simulator group. The gender analysis indicated that males had significantly more fear than females. Prior experience with pelvic exam simulators did not appear to reduce anxiety among medical students when first conducting pelvic exams with humans. Completion of pelvic exam training with a GTA may reduce fear substantially and make later training with the pelvic exam simulator the optimal first experience. Use of simulation in medical education reduces ethical concerns, optimizes limited resources and reduces patient safety issues.
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Price, Travis Miles. "Emotional Intelligence in Medical Laboratory Science." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1711.

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The purpose of this study was to explore the role of emotional intelligence (EI) in medical laboratory science, as perceived by laboratory administrators. To collect and evaluate these perceptions, a survey was developed and distributed to over 1,400 medical laboratory administrators throughout the U.S. during January and February of 2013. In addition to demographic-based questions, the survey contained a list of 16 items, three skills traditionally considered important for successful work in the medical laboratory as well as 13 EI-related items. Laboratory administrators were asked to rate each item for its importance for job performance, their satisfaction with the item's demonstration among currently working medical laboratory scientists (MLS) and the amount of responsibility college-based medical laboratory science programs should assume for the development of each skill or attribute. Participants were also asked about EI training in their laboratories and were given the opportunity to express any thoughts or opinions about EI as it related to medical laboratory science. This study revealed that each EI item, as well as each of the three other items, was considered to be very or extremely important for successful job performance. Administrators conveyed that they were satisfied overall, but indicated room for improvement in all areas, especially those related to EI. Those surveyed emphasized that medical laboratory science programs should continue to carry the bulk of the responsibility for the development of technical skills and theoretical knowledge and expressed support for increased attention to EI concepts at the individual, laboratory, and program levels.
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Easterly, Anita. "Does the Program of Master of Science in Biomedical Sciences in Medical Sciences atThe University of Toledo Enhance Training for Medical School? A Quantitative Study ofPre-Clinical Medical Students’ Academic Preparation and Perceptions." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1575384107073827.

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Walden, Rachel R. "Incorporating Health Literacy Concepts in Medical Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8832.

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Books on the topic "Medical sciences. Medical education"

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

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Bridges, Susan, Lap Ki Chan, and Cindy E. Hmelo-Silver, eds. Educational Technologies in Medical and Health Sciences Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-08275-2.

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Spaulding, William B. Revitalizing medical education: McMaster Medical School : the early years 1965-1974. Philadelphia: B.C. Decker, 1991.

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Brown, Janis F. Informatics in health sciences curricula. Chicago: Medical Library Association, 1999.

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Brown, Janis F. Informatics in health sciences curricula. Chicago, Ill: Medical Library Association, 1999.

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C, Straker Kathleen, ed. Study without stress: Mastering medical sciences. Thousand Oaks, Calif: Sage, 2000.

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Librarians, National Library of Medicine (U S. ). Planning Panel on the Education and Training of Health Sciences. The education and training of health sciences librarians. [Bethesda, Md.]: National Institutes of Health, National Library of Medicine, 1995.

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Spaulding, William B. Revitalizing medical education: McMaster Medical School, the early years 1965-1974. Philadelphia: B.C. Decker, 1991.

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French, R. K. Ancients and moderns in the medical sciences: From Hippocrates to Harvey. Aldershot, Hampshire, England: Ashgate, 2000.

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Committee, Educating Future Physicians for Ontario Project Component 1. Community Advisory. A model of community-medical school academic health sciences centre communication. Hamilton, Ont: EFPO Co-ordinating Centre, McMaster University, 1992.

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Book chapters on the topic "Medical sciences. Medical education"

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Merrienboer, Jeroen J. G., and Diana H. J. M. Dolmans. "Research on instructional design in the health sciences: from taxonomies of learning to whole-task models." In Researching Medical Education, 193–206. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118838983.ch17.

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de Bruin, Anique B. H., Matthew Sibbald, and Sandra Monteiro. "The Science of Learning." In Understanding Medical Education, 23–36. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119373780.ch3.

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Owen, Harry. "Simulation in Medical Science." In Simulation in Healthcare Education, 21–66. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26577-3_3.

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Chileshe, Mutale. "Participatory Anthropology for Teaching Behavioral Sciences at a Medical School in Zambia." In Anthropology in Medical Education, 143–70. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62277-0_7.

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Chan, Lap Ki, Susan Bridges, Iain Doherty, Manwa Ng, Jun Jin, Neal Sharma, Nam Kiu Chan, and Henrietta Y. Y. Lai. "How Do Health Sciences Students Use Their Mobile Devices in Problem-Based Learning?" In Advances in Medical Education, 99–116. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-08275-2_6.

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Kimmerle, Joachim, Martina Bientzle, and Ulrike Cress. "Learning Communication Skills for Dealing with Different Perspectives: Technologies for Health Sciences Education." In Advances in Medical Education, 139–57. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-08275-2_8.

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latridis, P. G., W. M. Anderson, D. Gupta, N. W. Hudson, V. Hoftiezer, P. Bankston, J. C. Vanden Berge, et al. "Macroanalysis of Integration of the Basic Sciences in a Problem-Based Learning Curriculum." In Advances in Medical Education, 509–12. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_155.

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Suárez y López Guazo, Laura. "The Mexican Society of Eugenics Influence in the Health and Education." In Biological and Medical Sciences, 223–27. Turnhout: Brepols Publishers, 2002. http://dx.doi.org/10.1484/m.dda-eb.4.00681.

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Fletcher, B., and D. Morales. "Volunteers and Standardized Patients in Health Sciences Education: Our Experience in Fostering a Valuable Community Resource." In Advances in Medical Education, 706–8. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_212.

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Binia, A., A. S. Ciccarelli, and A. M. Ortiz. "Experience With a Selection Method for Admittance to the Universidad Nacional De Cuyo Medical Sciences School." In Advances in Medical Education, 636–37. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_192.

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Conference papers on the topic "Medical sciences. Medical education"

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Singh Brar, Iqbal. "Digital Information Literacy among Health Sciences Professionals: A Case Study of GGS Medical College, Faridkot, Punjab, India." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2149.

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This paper is basically a case study and an attempt has been made to highlight the information literacy skills among the health science professionals i.e. teachers and postgraduate students of Guru Gobind Singh Medical College (constitute college of Baba Farid University of Health Sciences), Faridkot. The information literacy has various parts such as Computer Literacy, Library Literacy, Media Literacy, Network Literacy and Digital Literacy. The present study is only focused on the assessment of digital information literacy among the health sciences professionals within the scope of the study. The data for the study was collected by using a questionnaire and interviews were also conducted to fill up the gap of the area in health domain special reference to Baba Farid University of Health Sciences, Faridkot.
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Siregar, Rospita Adelina. "Interest of Learning Medical Education in FK UKI on Humaniora Medical Sciences (IHK1-IHK2)." In 2nd Annual Conference on blended learning, educational technology and Innovation (ACBLETI 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210615.068.

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LI, Haiyang. "The Construction of Medical Culture in Medical Education." In Proceedings of the 2019 5th International Conference on Humanities and Social Science Research (ICHSSR 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ichssr-19.2019.70.

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Kaksis, Aris, Agnese Brangule, and Mihails Halitovs. "AN APPROACH TO TEACHING MEDICAL CHEMISTRY THAT HIGHLIGHTS INTERDISCIPLINARY NATURE OF SCIENCE." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.54.

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Thermodynamics is a branch of physics that deals with questions concerning energies and work of a system. It is one of the key topics for understanding processes in the universe as well as any separate system like a gas mixture or a single cell in a biological system. Thermodynamics is included in the university curriculum for engineering, chemistry and physics students as well as medical student curriculum. This paper outlines the problems faced by first year medical students learning thermodynamics at Riga Stradinš University. We describe a medically relevant context based approach to teaching that demonstrates the interdisciplinary nature of medical chemistry, molecular biology and biochemistry. Our method provides a model in which disciplinary barriers are diminished and increased effectiveness of teaching is achieved. Key words: interdisciplinary teaching, medical chemistry, thermodynamics, teaching and learning thermodynamics.
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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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"An immersive virtual reality platform for medical education: introduction to the Medical Readiness Trainer." In Proceedings of HICSS33: Hawaii International Conference on System Sciences. IEEE, 2000. http://dx.doi.org/10.1109/hicss.2000.926804.

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Jia, Lei. "Construction of Emergency Support Mode for Clinical Medical Engineering in Medical Rescue." In 2020 4th International Seminar on Education, Management and Social Sciences (ISEMSS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200826.079.

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Erina, I. A. "Medical ethics as the most important component of medical ethics." In TRENDS OF DEVELOPMENT OF SCIENCE AND EDUCATION. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-08-2018-56.

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Wang, Jin-Guo, and Na Wang. "The Current Status of Medical Education Reform and Medical Goal Deviation." In 2017 2nd International Conference on Humanities and Social Science (HSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hss-17.2017.10.

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Shen, Linshan, Jun Ni, Changming Zhu, and Shaobin Huang. "Framework of Distributed Medical Images Library for Medical Research and Education." In 2012 Sixth International Conference on Internet Computing for Science and Engineering (ICICSE). IEEE, 2012. http://dx.doi.org/10.1109/icicse.2012.60.

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Reports on the topic "Medical sciences. Medical education"

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Snyder, F., S. Poston, and J. Engle. Oak Ridge Institute for Science and Education, Medical Sciences Division report for 1994. Office of Scientific and Technical Information (OSTI), August 1995. http://dx.doi.org/10.2172/90174.

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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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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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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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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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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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