Relevant bibliographies by topics / Medical sciences. Medical education / Journal articles
To see the other types of publications on this topic, follow the link: Medical sciences. Medical education.

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

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

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Medical sciences. Medical education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
9

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
10

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
11

McBride, Jennifer M., and Richard L. Drake. "National survey on anatomical sciences in medical education." Anatomical Sciences Education 11, no. 1 (December 19, 2017): 7–14. http://dx.doi.org/10.1002/ase.1760.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Van Der Weyden, Martin B. "Medical education and hard science." Medical Journal of Australia 180, no. 12 (June 2004): 601. http://dx.doi.org/10.5694/j.1326-5377.2004.tb06117.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

Forbes, Kevin L. "Medical education and hard science." Medical Journal of Australia 181, no. 9 (November 2004): 518. http://dx.doi.org/10.5694/j.1326-5377.2004.tb06421.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

McMenamin, Paul G. "Medical education and hard science." Medical Journal of Australia 181, no. 9 (November 2004): 518. http://dx.doi.org/10.5694/j.1326-5377.2004.tb06422.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Van Der Weyden, Martin B. "Medical education and hard science." Medical Journal of Australia 181, no. 9 (November 2004): 518. http://dx.doi.org/10.5694/j.1326-5377.2004.tb06423.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Sawatsky, Adam P., John T. Ratelle, and Thomas J. Beckman. "Qualitative Research Methods in Medical Education." Anesthesiology 131, no. 1 (July 1, 2019): 14–22. http://dx.doi.org/10.1097/aln.0000000000002728.

Full text
Abstract:
Abstract Qualitative research was originally developed within the social sciences. Medical education is a field that comprises multiple disciplines, including the social sciences, and utilizes qualitative research to gain a broader understanding of key phenomena within the field. Many clinician educators are unfamiliar with qualitative research. This article provides a primer for clinician educators who want to appraise or conduct qualitative research in medical education. This article discusses a definition and the philosophical underpinnings for qualitative research. Using the Standards for Reporting Qualitative Research as a guide, this article provides a step-wise approach for conducting and evaluating qualitative research in medical education. This review will enable the reader to understand when to utilize qualitative research in medical education and how to interpret reports using qualitative approaches.
APA, Harvard, Vancouver, ISO, and other styles
17

Ganguly, Paul, Ahmed Yaqinuddin, Wael Al-Kattan, Sabri Kemahli, and Khaled AlKattan. "Medical education dilemma: How can we best accommodate basic sciences in a curriculum for 21st century medical students?" Canadian Journal of Physiology and Pharmacology 97, no. 4 (April 2019): 293–96. http://dx.doi.org/10.1139/cjpp-2018-0428.

Full text
Abstract:
Over the years, the medical curriculum has been changed to accommodate a variety of evolving disciplines and an exploding scientific knowledge of the basic sciences to prepare “a competent physician” of the 21st century. Therefore, we must be innovative in our approach of curricular development if we wish to continue to incorporate new basic sciences knowledge in the face of decreasing contact hours to satisfy the buzz word, “integration”. Certainly, the challenges are phenomenal. The question how to best integrate basic sciences, is not easy to answer as the objectives of the courses and outcome vary from one medical school to another and the fact is, one size does not fit all. However, if we believe that basic sciences are the language of medicine and foundation of clinical knowledge, then we must resolve this ongoing dilemma by introducing basic sciences through a better alignment in a given curriculum. The purpose of this review is to evaluate different curricular models for their basic sciences content and address their strengths and weaknesses. In addition, we will introduce a spiral design to integrate basic sciences for senior students. Finally, we will provide some insight as to how learning and retention of basic science content can be sustained.
APA, Harvard, Vancouver, ISO, and other styles
18

Pourabbas, Ahmad, Abolghasem Amini, Farnoush Fallah, and Mahasti Alizadeh. "Management of Social Accountability in Medical Education at Tabriz University of Medical Sciences." Research and Development in Medical Education 4, no. 1 (July 4, 2015): 77–80. http://dx.doi.org/10.15171/rdme.2015.012.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

Mansur, DI, SR Kayastha, R. Makaju, and M. Dongol. "Problem Based Learning in Medical Education." Kathmandu University Medical Journal 10, no. 4 (September 4, 2014): 78–82. http://dx.doi.org/10.3126/kumj.v10i4.11002.

Full text
Abstract:
Problem based learning, originally introduced in the Medical School at Mc- Master University in Canada in the late 1960s, and is now being used as a learning method in many medical schools in the United Kingdom and worldwide. Problem based learning have been adapted in many medical colleges of Nepal be used either as the mainstay of an entire curriculum or for the delivery of individual courses. Institution of Medicine, Tribhuvan University in 1980, BP Koirala Institute of Health Sciences at Dharan in 1999, KUSMS with the great support of faculties from Harvard University in 2001, Patan Academy of Health Sciences (PAHS), and lately all the affiliated medical colleges of Kathmandu University have adapted Problem based learning DOI: http://dx.doi.org/10.3126/kumj.v10i4.11002 Kathmandu Univ Med J 2012;10(4):78-82
APA, Harvard, Vancouver, ISO, and other styles
20

Kralova, Eva. "Motivation of Medical Students to Study Sciences." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 6, 2018): 103–8. http://dx.doi.org/10.18844/prosoc.v4i8.2983.

Full text
Abstract:
Natural sciences and their applications (medical biophysics, medical chemistry and medical biology) represent an inevitable part of medical curriculum. They are often negatively evaluated and a lack of motivation to their study is observed. The attitudes of medical students towards natural sciences are influenced by their negative experiences from the previous study. Nevertheless, knowledge from the natural sciences represents the necessary basis for better understanding of the basic principles of the medical diagnostic and therapeutic methods. Therefore, the indispensable role of natural science teachers is to achieve positive attitudes and motivate students to study them. Our research project is focused on the identification and subsequent application of motivating approaches in natural sciences teaching. Pedagogical investigation using anonymous questionnaires was done with the aim to specify respondents’ (first year students of Comenius University in Bratislava, Faculty of Medicine) motivation and attitudes towards teaching and learning natural sciences before starting medicine study and after the first semester of medicine study. Keywords: University medical education, student’s motivation, natural sciences.
APA, Harvard, Vancouver, ISO, and other styles
21

Wong, Rebecca S. Y., and Usharani Balasingam. "Teaching Medical Law in Medical Education." Journal of Academic Ethics 11, no. 2 (March 15, 2013): 121–38. http://dx.doi.org/10.1007/s10805-013-9184-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

Omran, Ebrahim Salehi, Samad Izadi, Siavash Moradi, and Nassim Ghahrani. "Qualitative development scenario planning of medical science education in Iran." Research and Development in Medical Education 8, no. 2 (December 30, 2019): 97–104. http://dx.doi.org/10.15171/rdme.2019.019.

Full text
Abstract:
Background: Futures study is a science that, given changes in society, identifies future trends for making appropriate and practical decisions. Universities benefit from futures study research to improve their efficiency and make effective decisions. This is increasingly seen in medical sciences universities, which are responsible for public and specialized health education, and their quality development should be addressed. The purpose of this study was to identify components and key indicators of the qualitative development of medical sciences education and writing scenarios based on these. Methods: The present study is a mixed methods study carried out in the medical universities of Iran in 2018-2019. In this qualitative approach, the components and indicators of qualitative development of medical sciences education were identified by the classical Delphi method according to targeted sampling from 10 experts with content analysis that was identified and coded. Following the qualitative portion, a quantitative approach using Scenario Wizards software was used to design robust scenarios. Results: In all, 13 components and 48 indicators were identified in the qualitative development of medical sciences education from which robust scenarios can be considered for futures study,including optimistic, intermediary, and pessimistic scenarios. Conclusion: These results indicate how using each of the medical sciences education’s qualitative development components and indicators can lead medical sciences universities to consider favorable and unfavorable futures for planning and direction. Recognizing correct components and drawing scenarios for desired futures is essential.
APA, Harvard, Vancouver, ISO, and other styles
23

Hassanian, Zahra Marzieh, Mohammad Reza Ahanchian, and Hossein Karimi-Moonaghi. "Can Knowledge Management Be Implemented in the Teaching of Medical Sciences?" Acta Facultatis Medicae Naissensis 32, no. 4 (December 1, 2015): 231–42. http://dx.doi.org/10.1515/afmnai-2015-0024.

Full text
Abstract:
SummaryUniversities play a vital role in social progress. Knowledge management (KM) is a kind of process which transforms data into knowledge and knowledge into capital. The aim of this paper is to investigate the use of KM in the field of education of medical sciences in order to help educators and students benefit from the knowledge present in the field of health sciences in a more meaningful and informed way.To achieve the aim of this narrative review, the related Persian and English literature sources were carefully examined; first, the Internet and other data bases were searched for articles containing one or more of the following key words: knowledge, knowledge management, medical science and higher education. Then, the related articles were quickly scanned and useful information was extracted. The selected parts of the text were carefully studied and summarized by two researchers. After gaining a thorough comprehension of the subject, its different dimensions and aspects were described and compared.As a process, the goal of KM in the field of medical sciences is to motivate the creation, sharing, storing and utilization of knowledge. Knowledge creation occurs by continually transforming tacit knowledge into explicit knowledge and vice versa. KM can be implemented in different areas of medical science including clinical practice. Knowledge managements system (KMS) plans are used to provide high quality, high value cost-effective care in medical science. Critical factors that influence the success of the implementation of KM in the field of medical education include culture, leadership and appropriate substructure. KM can be implemented for the development of medical education. KM is a tool which makes education and its practice intellectual, high quality and affordable. Implementation of KM is recommended in the field of medical education for effective health care delivery.
APA, Harvard, Vancouver, ISO, and other styles
24

Grant, Valerie J. "University of Auckland, Faculty of Medical and Health Sciences, Medical Humanities Courses." Academic Medicine 78, no. 10 (October 2003): 1072–73. http://dx.doi.org/10.1097/00001888-200310000-00045.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

Sharma, Shridhar, and Gautam Sharma. "Medical Education in India." Annals of the National Academy of Medical Sciences (India) 53, no. 04 (October 2017): 179–93. http://dx.doi.org/10.1055/s-0040-1712806.

Full text
Abstract:
ABSTRACTIndia, a country with rich cultural and health care heritage has progressed by leaps and bounds since independence. The health indices have improved and mortality and morbidity have come down significantly. The health care system of India is a mix of public and private sector. In 2017, there are 479 medical colleges in India with admission capacity of over 60,000 at the undergraduate level. The pattern of modern medical education is modeled after the British system and the first few medical schools were established in 19th century. Medical Council of India (MCI), the government-mandated regulatory agency for medical education, was formed in 1934. The Government of India is regularly reviewing the existing medical education policy to give it a new direction so as to make the curriculum relevant and responsive to the national needs. The MCI has also recognized the need to reduce the artificial compartmentalization of the curriculum into preclinical, para-clinical and clinical disciplines. Horizontal and vertical integration is being promoted but not practiced in most medical colleges. Instruction remains teacher-based and not much emphasis has been laid on self-directed learning. There is a paucity of innovative approaches and lack of adapting the recent technology into most medical schools in India. Skills such as related to communication and managerial domains, and professionalism are not imparted in the current curriculum. While the level of knowledge in the medical sciences is highly unsatisfactory, medical graduates are often found to be lacking in the clinical skills. So far, attempts to introduce innovations in medical education have been limited to certain institutions. Also, there is lack of adequate motivation and opportunities for faculty development. It is strongly felt that there is a need to redefine the goals of medical education in India depending upon the needs of the society. MCI has recently attempted designing a need-based curriculum. At present, medical education in India is at a significant juncture with initiatives coming from both external and internal influences, and the political will to attain the goal of health for all, India hopes to be in a better position to prepare physicians for the 21st century.
APA, Harvard, Vancouver, ISO, and other styles
26

Zhang, Xiao, Ze Zhong Tian, and Zhi Guo Liu. "Discussion of Medical Informatics Education." Advanced Materials Research 271-273 (July 2011): 1455–58. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1455.

Full text
Abstract:
Introduced the teaching of medical informatics at home and abroad, analyzed the significance of medical informatics studied in medical colleges, discussed the content of medical informatics that should teach, and the problem should pay attention to. Medical informatics is an interdisciplinary science of the information technology and medical science. Information technology (IT) is drawing more attention to medical institutes and is used extensively. It has become increasingly popular to utilize IT providing a better service to hospital, the patient science and research, and education. Therefore, extensive medical informatics teaching has become a necessity among medical students.
APA, Harvard, Vancouver, ISO, and other styles
27

McInerney, J. D. "Incorporating Evolution into Medical Education." Science 312, no. 5776 (May 19, 2006): 998a. http://dx.doi.org/10.1126/science.312.5776.998a.

Full text
APA, Harvard, Vancouver, ISO, and other styles
28

Drake, Richard L., and Wojciech Pawlina. "Anatomical Sciences Education: A new arrival in the medical education field." Anatomical Sciences Education 1, no. 1 (2007): 1. http://dx.doi.org/10.1002/ase.10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
29

Swanson, A. G. "Medical information science in medical education: a transition in transition." ACM SIGBIO Newsletter 10, no. 2 (June 1988): 13–14. http://dx.doi.org/10.1145/47891.47895.

Full text
APA, Harvard, Vancouver, ISO, and other styles
30

Haynes, R. B. "Medical education and development of medical informatics at McMaster University faculty of health sciences." ACM SIGBIO Newsletter 9, no. 2 (June 1987): 31–35. http://dx.doi.org/10.1145/29491.29494.

Full text
APA, Harvard, Vancouver, ISO, and other styles
31

Haux, R. "Medical Informatics: Once More Towards Systematization." Methods of Information in Medicine 35, no. 03 (May 1996): 189–92. http://dx.doi.org/10.1055/s-0038-1634667.

Full text
Abstract:
Abstract:Commenting on a paper by Van Bemmel (Medical Informatics, Art or Science? [1]), the following questions are raised: What is the meaning of medical informatics?, How to systematize medical informatics?, Is medical informatics an art, a science or a technology?. It is argued that medical informatics is concerned with the systematic processing of data, information and knowledge in medicine and health care, and that medical informatics is not just the application of computers in these fields. Three classifications for medical informatics research and education are presented. It is concluded that medical informatics is a scientific medical discipline, similar to surgery, internal medicine, epidemiology, or microbiology; and that medical informatics has a strong relationship with the health sciences concerning its field of application, and to informatics concerning its methods and tools. It is a cross-sectional discipline, with relevance for virtually all other specialties of medicine and the health sciences. This is the reason for its impact on research and education in these specialties. It also causes that the quality of the processing of data, information and knowledge has a direct and considerable effect upon the quality of health care in practically all these specialties.
APA, Harvard, Vancouver, ISO, and other styles
32

Nemati, Sh, F. Asgari, A. Heidarzadeh, A. Saberi, M. H. Bahadouri, and S. Haddadi. "Priorities of medical education research based on delphi method in medical school of Guilan university of medical sciences." Research in Medical Education 4, no. 2 (October 1, 2012): 1–8. http://dx.doi.org/10.18869/acadpub.rme.4.2.1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Olapade-Olaopa, Oluwabunmi, Oluwatosin Adaramoye, Yinusa Raji, Abiodun Olubayo Fasola, and Funmilayo Olopade. "Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School." Advances in Medical Education and Practice Volume 7 (July 2016): 389–98. http://dx.doi.org/10.2147/amep.s100660.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Sismondo, Sergio. "Corporate Disguises in Medical Science." Bulletin of Science, Technology & Society 31, no. 6 (December 2011): 482–92. http://dx.doi.org/10.1177/0270467611422838.

Full text
Abstract:
Roughly 40% of the sizeable medical research and literature on recently approved drugs is “ghost managed” by the pharmaceutical industry and its agents. Research is performed and articles are written by companies and their agents, though apparently independent academics serve as authors on the publications. Similarly, the industry hires academic scientists, termed key opinion leaders, to serve as its speakers and to deliver its continuing medical education courses. In the ghost management of knowledge, and its dissemination through key opinion leaders, we see the pharmaceutical industry attempting to hide or disguise the interests behind its research and education.
APA, Harvard, Vancouver, ISO, and other styles
35

Adibi, Peyman, Habibolah Rezaei, Asadolah Mosavi, Alireza Yousefi, Bagher Larijani, Nima Rezaei, and Reza Dehnavieh. "Strengths of Iran for internationalization of medical sciences education." Journal of Education and Health Promotion 9, no. 1 (2020): 92. http://dx.doi.org/10.4103/jehp.jehp_488_19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
36

Isaac, Mohan, and Winfried Rief. "Role of behavioural and social sciences in medical education." Current Opinion in Psychiatry 22, no. 2 (March 2009): 184–87. http://dx.doi.org/10.1097/yco.0b013e328327b3b6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
37

Pawlina, Wojciech. "Basic Sciences in Medical Education: Why? How? When? Where?" Medical Teacher 31, no. 9 (January 2009): 787–89. http://dx.doi.org/10.1080/01421590903183803.

Full text
APA, Harvard, Vancouver, ISO, and other styles
38

Daugherty, Steven, and DeWitt Baldwin. "Ten Suggested Principles for Behavioral Sciences in Medical Education." Journal of Cancer Education 24, no. 2 (April 2009): 163–64. http://dx.doi.org/10.1080/08858190902854871.

Full text
APA, Harvard, Vancouver, ISO, and other styles
39

Koo, Kevin, and Allison N. Martin. "Reimagining the Behavioral and Social Sciences in Medical Education." Academic Medicine 87, no. 9 (September 2012): 1151. http://dx.doi.org/10.1097/acm.0b013e3182611f95.

Full text
APA, Harvard, Vancouver, ISO, and other styles
40

Charon, Rita. "Reimagining the Behavioral and Social Sciences in Medical Education." Academic Medicine 87, no. 9 (September 2012): 1151–52. http://dx.doi.org/10.1097/acm.0b013e3182637cd3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
41

Gabbe, Steven G., and Ronald Franks. "Reimagining the Behavioral and Social Sciences in Medical Education." Academic Medicine 87, no. 9 (September 2012): 1152. http://dx.doi.org/10.1097/acm.0b013e3182637dec.

Full text
APA, Harvard, Vancouver, ISO, and other styles
42

Carr, John E. "Psychology, behavioral sciences, and the challenge to medical education." Journal of Clinical Psychology in Medical Settings 1, no. 2 (June 1994): 109–14. http://dx.doi.org/10.1007/bf01999740.

Full text
APA, Harvard, Vancouver, ISO, and other styles
43

Lynch, C., T. Grant, P. McLoughlin, and J. Last. "The relevance of basic sciences in undergraduate medical education." Irish Journal of Medical Science (1971 -) 185, no. 1 (February 14, 2015): 195–201. http://dx.doi.org/10.1007/s11845-015-1268-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

Gillon, R. "Medical ethics education." Journal of Medical Ethics 13, no. 3 (September 1, 1987): 115–16. http://dx.doi.org/10.1136/jme.13.3.115.

Full text
APA, Harvard, Vancouver, ISO, and other styles
45

SUKKAR, M. Y. "Training of teachers in basic medical sciences." Medical Education 8, no. 2 (January 29, 2009): 99–102. http://dx.doi.org/10.1111/j.1365-2923.1974.tb02047.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
46

Kordestani Moghaddam, Azadeh, and Azim Mirzazadeh. "Medical Education Scholars Program: an approach to development of scholars in education in Tehran University of Medical Sciences." Advances in Medical Education and Practice Volume 10 (May 2019): 373–78. http://dx.doi.org/10.2147/amep.s196424.

Full text
APA, Harvard, Vancouver, ISO, and other styles
47

Haux, R., F. J. Leven, J. R. Moehr, and D. J. Protti. "Health and Medical Informatics Education." Methods of Information in Medicine 33, no. 03 (1994): 246–49. http://dx.doi.org/10.1055/s-0038-1635023.

Full text
Abstract:
Abstract:Health and medical informatics education has meanwhile gained considerable importance for medicine and for health care. Specialized programs in health/medical informatics have therefore been established within the last decades.This special issue of Methods of Information in Medicine contains papers on health and medical informatics education. It is mainly based on selected papers from the 5th Working Conference on Health/Medical Informatics Education of the International Medical Informatics Association (IMIA), which was held in September 1992 at the University of Heidelberg/Technical School Heilbronn, Germany, as part of the 20 years’ celebration of medical informatics education at Heidelberg/Heilbronn. Some papers were presented on the occasion of the 10th anniversary of the health information science program of the School of Health Information Science at the University of Victoria, British Columbia, Canada. Within this issue, programs in health/medical informatics are presented and analyzed: the medical informatics program at the University of Utah, the medical informatics program of the University of Heidelberg/School of Technology Heilbronn, the health information science program at the University of Victoria, the health informatics program at the University of Minnesota, the health informatics management program at the University of Manchester, and the health information management program at the University of Alabama. They all have in common that they are dedicated curricula in health/medical informatics which are university-based, leading to an academic degree in this field. In addition, views and recommendations for health/medical informatics education are presented. Finally, the question is discussed, whether health and medical informatics can be regarded as a separate discipline with the necessity for specialized curricula in this field.In accordance with the aims of IMIA, the intention of this special issue is to promote the further development of health and medical informatics education in order to contribute to high quality health care and medical research.
APA, Harvard, Vancouver, ISO, and other styles
48

McGaghie, W. C. "Medical Education Research As Translational Science." Science Translational Medicine 2, no. 19 (February 17, 2010): 19cm8. http://dx.doi.org/10.1126/scitranslmed.3000679.

Full text
APA, Harvard, Vancouver, ISO, and other styles
49

Logan, J. "Computer science education for medical informaticians." International Journal of Medical Informatics 73, no. 2 (March 18, 2004): 139–44. http://dx.doi.org/10.1016/j.ijmedinf.2003.11.014.

Full text
APA, Harvard, Vancouver, ISO, and other styles
50

Ackerman, M. "New Media in Medical Education." Methods of Information in Medicine 28, no. 04 (October 1989): 327–31. http://dx.doi.org/10.1055/s-0038-1636802.

Full text
Abstract:
Abstract:ln 1984 the American Association of Medical Colleges´ Panel on the General Professional Education of the Physician challenged the medical community to take a leadership position in the effective application of information science and computer technology to medical education. The medical education community has risen to that challenge through the use of microcomputer technology and optical disc media including the recently developed fully integrated Hypermedia environment to enhance the learning environment.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Medical sciences. Medical education' for other source types:
Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography