Relevant bibliographies by topics / Undergraduate medical education

Contents

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

Academic literature on the topic 'Undergraduate medical education'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Undergraduate medical education"

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Bannister, Susan L. "Undergraduate medical education." Paediatrics & Child Health 14, no. 5 (2009): 303–5. http://dx.doi.org/10.1093/pch/14.5.303a.

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Rees, L., and J. Wass. "Undergraduate medical education." BMJ 306, no. 6872 (1993): 258–61. http://dx.doi.org/10.1136/bmj.306.6872.258.

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Zuckerman, A. J. "Undergraduate medical education." BMJ 306, no. 6878 (1993): 648. http://dx.doi.org/10.1136/bmj.306.6878.648-b.

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Clack, G. B. "Undergraduate medical education." BMJ 308, no. 6922 (1994): 208. http://dx.doi.org/10.1136/bmj.308.6922.208a.

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Jolly, B. "Undergraduate medical education." BMJ 297, no. 6641 (1988): 136. http://dx.doi.org/10.1136/bmj.297.6641.136.

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Mahler, R. "Undergraduate medical education." BMJ 303, no. 6796 (1991): 245. http://dx.doi.org/10.1136/bmj.303.6796.245.

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Yates, D. W. "Undergraduate medical education." BMJ 303, no. 6796 (1991): 245. http://dx.doi.org/10.1136/bmj.303.6796.245-a.

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Menage, J. "Undergraduate medical education." BMJ 303, no. 6796 (1991): 245. http://dx.doi.org/10.1136/bmj.303.6796.245-b.

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Thickett, D. R. "Undergraduate medical education." BMJ 303, no. 6796 (1991): 245. http://dx.doi.org/10.1136/bmj.303.6796.245-c.

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Kendrick, D. "Undergraduate medical education." BMJ 303, no. 6796 (1991): 245. http://dx.doi.org/10.1136/bmj.303.6796.245-d.

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Dissertations / Theses on the topic "Undergraduate medical education"

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Yardley, Sarah Joy. "Understanding authentic early experience in undergraduate medical education." Thesis, Keele University, 2011. http://eprints.keele.ac.uk/3831/.

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Authentic early experience describes new medical students undertaking ‘human contact in a social or clinical context that enhances learning of health, illness or disease, and the role of the health professional’ (Littlewood et al. 2005). This thesis provides three original research contributions: a critical analysis of the application of socio-cultural and educational theories to authentic early experience; empirical data addressing two inter-related research questions; ‘How and why do students construct useful knowledge and meaning-making from authentic early experience?’ and ‘How and why do
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Lempp, Heidi Katherine. "Undergraduate medical education : a transition from medical student to pre-registration doctor." Thesis, Goldsmiths College (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407479.

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O'Sullivan, Anthony John Public Health &amp Community Medicine Faculty of Medicine UNSW. "Assessment of professionalism in undergraduate medical students." Awarded by:University of New South Wales. Public Health & Community Medicine, 2007. http://handle.unsw.edu.au/1959.4/40754.

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This thesis investigates professionalism in undergraduate medical students. Professionalism is comprised of values and behaviours that underpin the contract between the public and the medical profession. Medical errors are reported to result in significant morbidity and are in-part related to underdeveloped professionalism. The aim was to determine whether aspects of professionalism were underdeveloped in medical students. A questionnaire with 24 clinical and medical student vignettes was taken by Year 2, 4, and 6 medical students from UNSW Medicine 3801 and their responses where compared to r
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Tervaskanto-Mäentausta, T. (Tiina). "Interprofessional education during undergraduate medical and health care studies." Doctoral thesis, Oulun yliopisto, 2018. http://urn.fi/urn:isbn:9789526218571.

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Abstract The two universities in Oulu developed an interprofessional (IP) curriculum by implementing the theory and training periods for different undergraduate medical and health care students. The aim was to investigate how interprofessional education (IPE), use of collaborative learning methods and innovative learning environments will promote students’ IP competencies. Furthermore, the aim was to understand how the patients and families experienced the students’ receptions in the training periods. Students’ readiness and attitudes towards interprofessional learning (IPL) were investigated
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Marsden, Alex. "Empathetic consultation skills in undergraduate medical education : a qualitative approach." Thesis, University of East Anglia, 2014. https://ueaeprints.uea.ac.uk/49603/.

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The practice of medicine involves caring for patients on many levels, which range from the scientific inquiry and administration of treatment, to the interaction and communication that occurs in consultations. The requisite for care in medical practice has been widely documented, and the role of empathy is acknowledged and recognised in this process; however, it is often difficult to express in a communicative framework. Previous research has tended to focus on measuring empathy, with little consideration given to how empathy is realised within interaction. Where attempts have been made to doc
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Chan, Philip. "Undergraduate medical education funding in the UK : principles and effects." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/11760/.

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Undergraduate medical education in the UK is dually funded. There is University funding through the Higher Education Funding Council for England (HEFCE) or the devolved governments of the UK, and a second line of funding for the teaching of medical undergraduates in National Health Service (NHS) facilities, known as the service increment for teaching (SIFT). This study traced how these monies are actually spent, by investigating the allocation plans for these funds within both Universities and the NHS. Although the functions of Universities and healthcare providers are complex, and activities
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Sesate, Diana Beth. "A Matthew Effect?: Undergraduate Institutional Prestige, Admission to Medical School, and Medically Underserved Communities." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556663.

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Admission to medical school is key to addressing medically underserved communities because over 90% of medical students graduate and become physicians. Yet, members of populations most likely to serve medically underserved communities as physicians remain chronically underrepresented in medical education despite initiatives aimed at increasing their representation among medical students. Meanwhile, traditional determinants of medical school admission fail to fully predict success in medical school, but have a disparate impact on applicants from underrepresented populations. Other determinants
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Al-Mansouri, Fatma Hayay. "Undergraduate and continuing medical education and the primary health care physician." Thesis, University of Aberdeen, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367367.

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The United Arab Emirates does not currently possess an adequate number of well trained Family Practitioners and only a small proportion of the medical work force are employed in Primary Care. Continuing medical education is important in Family Medicine and, to date, there has been no study in this subject carried out in the United Arab Emirates. It was decided to evaluate and assess the current situation within Family Medicine and the amount of continuing medical education received by medical practitioners in Abu-Dhabi. Accordingly, 3 studies were carried out to provide this information. Initi
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Anderson, Kirsty Jane. "Factors affecting the development of undergraduate medical students' clinical reasoning ability." Click here to access, 2006. http://hdl.handle.net/2440/37850.

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It is important for doctors to be clinically competent and this clinical competence is influenced by their clinical reasoning ability. Most research in this area has focussed on clinical reasoning ability measured in a problem - solving context. For this study, clinical reasoning is described as the process of working through a clinical problem which is distinct from a clinical problem solving approach that focuses more on the outcome of a correct diagnosis. Although the research literature into clinical problem solving and clinical reasoning is extensive, little is known about how undergradua
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Lima, Barreto Vitor Hugo. "Discourse analysis of general practice in medical education : a comparative study of undergraduate medical education policy in the UK and Brazil." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10058801/.

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Introduction: Despite increasing research on medical education, the field of medical education policy, including general practice teaching, has been overlooked. Discourse analysis has recently been introduced to investigate education policy in medical education. This research analyses general practice development in undergraduate medical education policy in both the UK and Brazil. In the UK, general practice is consolidated as an academic field of medical knowledge, whilst in Brazil, it is being established. The historical context of the specialty in each country and the participation of gener
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Books on the topic "Undergraduate medical education"

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Kingdom, Committee of Vice-Chancellors and Principals of the Universities of the United. Undergraduate medical and dental education. CVCP, 1994.

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Towle, Angela. Undergraduate medical education: London and the future. King's Fund London Initiative, 1992.

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Baylis, Françoise. Undergraduate medical ethics education: A survey of Canadian medical schools. Westminster Institute for Ethics and Human Values, 1990.

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Hyppölä, Harri. Development and evaluation of undergraduate medical education in Finland. Kuopion Yliopisto, 2001.

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Jinadu, M. K. An innovative approach to undergraduate medical education in Nigeria. Association of African Universities, 2000.

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Medact. Global health studies: Proposals for medical and nursing undergraduate teaching. Medact, 2001.

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International Centre for Drug Policy (St. George's University School of Medicine). Substance misuse in the undergraduate medical curriculum. International Centre for Drug Policy, 2007.

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Harden, Ronald M. Task based learning: An educational strategy for undergraduate, postgraduate and continuing medical education. Association for Medical Education in Europe, 1996.

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Education, Steering Group on Undergraduate Medical and Dental. Undergraduate medical and dental education: Second report of the steering group. Health Publications Unit, 1990.

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Undergraduate, Program Directors Meeting (1992 Chevy Chase Md ). 1992 Undergraduate Program Directors Meeting: Enriching the undergraduate laboratory experience. Howard Hughes Medical Institute, Office of Grants and Special Programs, 1993.

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Book chapters on the topic "Undergraduate medical education"

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Lipps, Jonathan, and Lori Meyers. "Undergraduate Medical Education." In Comprehensive Healthcare Simulation: Anesthesiology. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26849-7_13.

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Holt, Danielle B., M. H. Remondelli, M. M. Shields, M. J. Bradley, and E. A. Elster. "Undergraduate Medical Education." In The SAGES Manual for Navigating a Successful Military Surgical Career. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-88490-0_6.

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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. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57367-6_15.

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D, Kadambari, Kumar S, Zayapragassarazan Z, and Parija SC. "Leadership in Medical Education." In Improving Discipline-Based Undergraduate Medical Curriculum. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1310-3_9.

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Li, David, Gordon Wong, and Marcia Boumil. "Quality Measures in Undergraduate Medical Education." In Quality Measures. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37145-6_10.

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Kolsek, M. "Undergraduate Medical Education in Family Medicine in Slovenia." In Advances in Medical Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_85.

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Hawthorne, Kamila. "Assessment in the undergraduate curriculum." In Assessment in Medical Education and Training. CRC Press, 2023. http://dx.doi.org/10.1201/9781846197994-3.

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Poldre, P. A., and A. Rachlis. "Mentoring Undergraduate Medical Students: A Study of Organizational Aspects." In Advances in Medical Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_240.

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Vu, N. V., C. R. Bader, and J. D. Vassalli. "The Redesigned Undergraduate Medical Curriculum at the University of Geneva." In Advances in Medical Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_162.

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Martinez-Carretero, J. M., F. Borrell-Carrió, C. Blay-Pueyo, et al. "Clinical Skills Assessment (CSA) in Undergraduate Medical Education in Catalonia, 1995." In Advances in Medical Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_138.

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Conference papers on the topic "Undergraduate medical education"

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Cisterna Viladrich, Cristina, Emilio Cervera Barba, Sophia Denizón Arranz, and Fernando Caballero Martínez. "DESCRIPTION OF EXTENDED AND STRUCTURED CLINICAL ROTATION MODEL IN UNDERGRADUATE MEDICAL EDUCATION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1793.

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Cisterna Viladrich, Cristina, Emilio Cervera Barba, Sophia Denizón Arranz, Diana Monge Martín, and Fernando Caballero Martínez. "COMPARATIVE ACADEMIC OUTCOMES BETWEEN CONVENTIONAL AND PILOT CLINICAL INTERNSHIP UNDERGRADUATE PROGRAMS IN MEDICAL EDUCATION: A CASE STUDY FROM A SPANISH FACULTY OF MEDICINE." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1765.

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Suppelt, Sven, Felix Herbst, Romol Chadda, et al. "Medical Robotics for Engineering Undergraduates Through an Affordable Hands-on Lab Experiment." In 2025 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2025. https://doi.org/10.1109/educon62633.2025.11016575.

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Mayoral-Peña, K., A. Hambleton-Fuentes, and E. Caloca-Lafont. "UNDERGRADUATE STUDENTS' INVOLVEMENT IN DIGITAL PATIENT-EDUCATION STRATEGY AMID COVID-19 PANDEMIC." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7163.

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The COVID-19 pandemic generated relevant challenges in educating future physicians and brought attention back to the vulnerability caused by non-communicable diseases (NCDs), such as cancer, emphysema, and cardiovascular affections. Due to the risk of the 2019 Coronavirus contagion, the patient-based education strategies were put on hold, as they were face-to-face. Also, there was an urgent need to develop strategies that used new technologies to offer efficient and fast medical content to the non-specialized public. To overcome this situation, we involved undergraduate students of medicine in
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Liah, McElligott, Murphy Paul, Ardilouze Amelie, et al. "Neurology undergraduate medical education: a scoping review." In Association of British Neurologists: Annual Meeting Abstracts 2023. BMJ Publishing Group Ltd, 2023. http://dx.doi.org/10.1136/jnnp-2023-abn.283.

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Beverland, Andrew. "IMMUNOLOGY FOR A SPIRALLED UNDERGRADUATE MEDICAL CURRICULUM." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.2176.

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Hill, Natalie, Nordita Bascon, Natalie Barnes, and Brendan Madden. "Pulmonary hypertension – an unmet need in undergraduate medical education." In ERS International Congress 2019 abstracts. European Respiratory Society, 2019. http://dx.doi.org/10.1183/13993003.congress-2019.pa1489.

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I. Albarrak, Ahmed. "LEARNING STRATEGIES FOR INTEGRATING MEDICAL INFORMATICS COURSE IN UNDERGRADUATE MEDICAL EDUCATION: A CASE STUDY." In INTCESS 2023- 10th International Conference on Education & Education of Social Sciences. International Organization Center of Academic Research, 2023. http://dx.doi.org/10.51508/intcess.202303.

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Martinou, Eirini, William Tart, Renju Chindambaran, et al. "0120 Simulation And Undergraduate Medical Education: Medical Students’ Clinical And Non Technical Skills." In Association for Simulated Practice in Healthcare Annual Conference 11–13 November 2014 Abstracts. The Association for Simulated Practice in Healthcare, 2014. http://dx.doi.org/10.1136/bmjstel-2014-000002.150.

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Rubiano Varela, Maria Paula, Lina Martinez, Sara Perez, et al. "BURNOUT SYNDROME IN UNDERGRADUATE STUDENTS AND TEACHING MEDICAL PROFESSIONALS." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0289.

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Reports on the topic "Undergraduate medical education"

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Anazor, Fitzgerald, and Samuel Akintunde. Patients as educators versus standard clinical faculty in undergraduate medical education: A systematic review of randomised controlled trials. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2025. https://doi.org/10.37766/inplasy2025.4.0065.

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Fatima, Sahar, Mohamad Nabil Mohd Noor, Vinod Pallath, Foong Chanchoong, and Hong Wei-Han. Evaluating the effectiveness of instructional strategies in promoting self-regulated learning during clinical clerkship years. A protocol for systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.1.0065.

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Review question / Objective: Considering the evidence-based beneficial effects of self-regulated learning in medical education, the aim of this systematic review is to determine the instructional strategies used to promote self-regulated learning in medical students during clinical clerkship years. We used the "PICO" framework to formulate the research questions: P - Undergraduate or graduate entry medical students in clinical clerkship years and/or medical teachers in clinical clerkship years. I - Instructional strategy. C - Traditional didactic instructional strategies (where applicable). O-
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Fernandes Filho, Ivan, Luiz Ferraz de Sampaio Neto, Henri Augusto Korkes, and Cibele Isaac Saad Rodrigues. Manual de Recomendações Técnicas para Elaboração de Problemas em Ginecologia e Obstetrícia. Pontifícia Universidade Católica de São Paulo. Faculdade de Ciências Médicas e da Saúde, 2023. http://dx.doi.org/10.23925/ripucsp/40723.

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O projeto avaliou a relevância do uso da estratégia pedagógica Problem-Based Learning (PBL) ou Aprendizado Baseado em Problemas (ABP) no ensino de Ginecologia e Obstetrícia (GO). Com base em uma revisão sistemática da literatura (PICO) e na experiência pessoal dos autores foi criado o Manual de Recomendações Técnicas para Elaboração de Problemas em PBL para a Ginecologia e Obstetrícia. Foram utilizados os termos de busca "Education, Medical, Undergraduate" (P); "Problem-Based Learning" e "Gynecology" and "Obstetrics" (I); "Patient Satisfaction" ou "Knowledge", (CO) nas bases de dados LILACS, P
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MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.

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As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, pre
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Chen, Xianglei, and Susan Rotermund. Entering the Skilled Technical Workforce After College. RTI Press, 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0024.2004.

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This research brief uses nationally representative data from the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17) to examine post-college transitions of US undergraduates into the skilled technical workforce (STW), defined here as workers in a collection of occupations that require significant levels of science, technology, engineering, and mathematics (STEM) knowledge but not necessarily a bachelor’s degree for entry. Thus far, empirical research on the STW has been limited by a dearth of data; however, based on newly available data from BPS:12/17, the findings in this
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