Log in

Relevant bibliographies by topics / Medical education

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'Medical education'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic '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.

Journal articles on the topic "Medical education"

1

Becerra, Jesús Dueñas. "Book Notes on Medical Education." Psychology & Psychological Research International Journal 8, no. 1 (2023): 1. http://dx.doi.org/10.23880/pprij-16000325.

Full text

Abstract:

Dr. Humberto Mendoza Rodríguez, professor at the University of Medical Sciences of Havana, is the author of the book Notes on medical education, published by the Editorial Ciencias Médicas of Havana, where he summarizes his vast teaching-educational experience in the field of higher medical education (undergraduate and postgraduate).

APA, Harvard, Vancouver, ISO, and other styles

2

Kutty, Dr Bindu M. "Orchestrating Research with Medical Education." JOURNAL OF CLINICAL AND BIOMEDICAL SCIENCES 06, no. 2 (June 15, 2016): 42–43. http://dx.doi.org/10.58739/jcbs/v06i2.8.

Full text

Abstract:

India is known for its educational prowess since ancient times and is considered as the seat of few of the oldest universities in the world. However, with this unmatchable herit-age and deference in the area of higher educa-tion worldwide, India is yet to make an impact on global education scenario qualitatively. India now has over six hundred degree award-ing institutions, whereas in 1950 there were just 30 and the institutions affiliated to these were 695. Currently, the numbers of universi-ties / higher learning centers have grown to nearly 700 with affiliated and constituent in-stitutions approaching 40000 maximum. Thus, it could be seen that there is quantum leap in the number of institutions. Though, the higher education is considered as the peak stage of formal education, it should include more spe-cialties required for socio economic develop-ment for a self-reliant country.

APA, Harvard, Vancouver, ISO, and other styles

3

Wang, Haiyong, Jing Ma, Yong Li, Chunhong He, Jiangbin Sun, Zhenzong Du, and Jianfei Song. "Building Medical Law Education for Medical Graduate in China." Scholars Journal of Arts, Humanities and Social Sciences 4, no. 7 (July 2016): 792–95. http://dx.doi.org/10.21276/sjahss.2016.4.7.7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Matheson, Gordon O. "Medical Education." Physician and Sportsmedicine 27, no. 9 (September 1999): 5. http://dx.doi.org/10.3810/psm.1999.09.989.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Brasileiro, Geraldo. "Medical education." Autopsy and Case Reports 3, no. 4 (2013): 1–3. http://dx.doi.org/10.4322/acr.2013.032.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Hossain, M. Amir, and Shahena Akter. "Medical Education." Journal of Chittagong Medical College Teachers' Association 24, no. 1 (September 14, 2013): 1–4. http://dx.doi.org/10.3329/jcmcta.v24i1.57740.

Full text

Abstract:

Course of study requirers to educate a legally qualified and licensed practitioner of medicine, concerned with maintaining or restoring human health through the study, diagnosis and treatment of disease and injury, through the science of medicine and the applied practice of that science. Medical education and envisions the production of physicians sensitive to the health needs of their country, capable of ministering to those needs, and aware of the necessity of continuing their own education. It also develops the methods and objectives appropriate to the study of the still unknown factors that produce disease or favour well-being. Although there may be basic elements common to all, the details should vary from place to place and from time to time. Whatever forms the curriculum takes, ideally it will be flexible enough to allow modification as circumstances alter, and medical knowledge grows, and needs change. It therefore follows that the plan of education, the medical curriculum, should not be the same in all countries. JCMCTA 2013; 24 (1):1-4

APA, Harvard, Vancouver, ISO, and other styles

7

Fan, Angela Pei-Chen. "Medical Education." Chinese Education & Society 47, no. 3 (May 2014): 4–5. http://dx.doi.org/10.2753/ced1061-1932470300.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Bhattacharya, Abir K. "Medical education." Indian Journal of Otolaryngology and Head and Neck Surgery 46, no. 3 (July 1994): 164–66. http://dx.doi.org/10.1007/bf03048558.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Salmon, J. Warren. "Medical Education." Journal of Health Politics, Policy and Law 11, no. 3 (1986): 541–45. http://dx.doi.org/10.1215/03616878-11-3-541.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Medical education"

1

Batchelor, Christopher. "Queering medical education." Thesis, University of Sheffield, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434633.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

O'Connor, Vivienne. "Women's health in medical education /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18450.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Chan, King-chung, and 陳敬聰. "Institute of Chinese Medical Education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31983777.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Aukes, Lense Cornelis. "Personal reflection in medical education." [S.l. : [Groningen : s.n.] ; University of Groningen] [Host], 2008. http://irs.ub.rug.nl/ppn/314681205.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Rutherford, Patricia (Patricia Anne) Carleton University Dissertation Canadian Studies. "Medical education reform in Canada." Ottawa, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

9

Kent, Athol Parkes. "Medical education and the importance of teaching medical teachers about teaching." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/27044.

Full text

Abstract:

This is an overview of medical education today. It deals with tertiary education matters pertinent to medical schools in South Africa, the forces that will inevitably cause medical education to change and the responses of other countries to similar circumstances. These forces are medical, educational and political. The medical forces bringing about changes are concerned with the explosion in knowledge in the fields of medical facts, technologies, therapies and informatics. It is an ongoing educational problem as to how the burgeoning sciences can be balanced with the present call for the return to the humanities. Medical schools are being required, through their teaching and learning methodologies, to encourage the qualification of empathetic graduates with generalist (holistic) skills and attitudes to best serve their patients. Educational forces, in particular new curriculum strategies, will need to be explored to assist teachers and students to cope with the demands of communities and individuals for care with expertise. In many First World countries these demands have found expression in moves from Traditional to Innovative curricula. Fundamentally, Traditional schools teach normal Anatomy and Physiology first, then move to the abnormal, before students reach the Clinical Years where these "basic sciences" are applied. Innovative schools, on the other hand, employ Problem-Based Learning with Community-Orientation throughout their curricula, with early patient contact, horizontal and vertical integration of disciplines, group work and community interaction as crucial aspects of their students' learning. Supporters of the Innovative philosophy see as progressive the revising of Flexnerian notions of basic science building blocks, the debalkanising of instruction subject by subject and the motivational impetus achieved when learning takes place in context. Political factors can impinge on staff teaching and student learning by Governmental demands through statutory councils or through the power exerted by the universities. Macro politics dictate financial or other resources that are allocated and may in future directly influence what sort of doctor the various medical schools are expected to graduate. The politics of staffing the teaching institutions, the development of teachers, and the demographics of the student population raise important questions of direction and commitment, and may lead to new realignments. The recognition of the importance of teaching at a professional level is a crucial factor in educating students more appropriately. Teachers versed in the medical pedagogic process will be pivotal in producing a new breed of doctors. This new breed will not be expected to "know everything" but have a core knowledge carefully ascertained by each medical faculty and the ability to find information that is further required. Students will not be expected to acquire all the facts to sustain them through the rest of their professional lives, but to have enquiring minds and the motivation to continue their education, to satisfy their curiosity and provide improved patient care. Their skills in mastery of the behavioural sciences will be more pertinent than ever as preventative medicine becomes as important as curative. They will be expected to formulate ethical attitudes and provide leadership in community and individual dilemmas. These are challenges that will need to be faced critically by our medical teachers who are too often experts in content in ever-narrower sub-specialities. For these challenges to be met, teaching cannot be taken for granted, but must be viewed more seriously by the schools and changes made where appropriate. The University of Cape Town (UCT) has a considerable reputation in the quality of its medical graduates. However, for its medical faculty to remain in the forefront of medical education, it needs to reconsider the knowledge required, the skills and attitudes embodied in its graduates but, as importantly, it must take the lead in undergraduate training. The need for renewing strategies and the action required are the themes of this dissertation.

APA, Harvard, Vancouver, ISO, and other styles

10

Pathmathasan, Cynthia. "DISABILITY IN MEDICAL EDUCATION & TRAINING: A DISABILITY-FOCUSED MEDICAL CURRICULUM." NEOMED College of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ne2gs1622810204171811.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Medical education"

1

Swanwick, Tim, Kirsty Forrest, and Bridget C. O'Brien, eds. Understanding Medical Education. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119373780.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Cleland, Jennifer, and Steven J. Durning, eds. Researching Medical Education. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118838983.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Swanwick, Tim, ed. Understanding Medical Education. Oxford, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118472361.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Swanwick, Tim, ed. Understanding Medical Education. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444320282.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Madigan Army Medical Center (U.S.), ed. Medical education programs. Tacoma, Wash: Madigan Army Medical Center, 1986.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

World summit on medical education (1993 Edinburgh). Medical education: World summit on medical education : the changing medical profession, World Federation for Medical Education, Edinburgh, 8-12 August 1993. Oxford: Blackwell Scientific for the World Federation for Medical Education, 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Martinez, Iveris, and Dennis W. Wiedman, eds. Anthropology in Medical Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62277-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Scherpbier, A. J. J. A., C. P. M. van der Vleuten, J. J. Rethans, and A. F. W. van der Steeg, eds. Advances in Medical Education. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Kalet, Adina, and Calvin L. Chou, eds. Remediation in Medical Education. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-9025-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Medical education"

1

Flynn, Eleanor. "Medical Education." In Textbook of Medical Administration and Leadership, 281–93. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-5454-9_16.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Dornan, Tim, and Pim W. Teunissen. "Medical Education." In International Handbook of Research in Professional and Practice-based Learning, 561–89. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8902-8_21.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Gorayeb, Ricardo, and M. Cristina Miyazaki. "Medical Education." In International Handbook of Psychology Learning and Teaching, 979–92. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-28745-0_47.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Gorayeb, Ricardo, and M. Cristina Miyazaki. "Medical Education." In International Handbook of Psychology Learning and Teaching, 1–14. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-26248-8_47-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Kelkar, Sanjeev. "Medical Education." In India's Public Health Care Delivery, 89–143. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4180-7_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Ginsburg, Joshua. "Medical Education." In An Emergency Physician’s Path, 115–19. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-47873-4_17.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Shafei, Ingy. "Medical Education." In Textbook of Medical Administration and Leadership, 413–27. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-5211-3_19.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Dodson, Shontelle, Kirtida Pandya, Marleen van der Voort, Maureen Doyle-Scharff, and Kimberly Braithwaite. "External Education." In Medical Affairs, 111–20. Boca Raton: CRC Press, 2023. http://dx.doi.org/10.1201/9781003383543-11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Pascual, Thomas N. B., Soveacha Ros, Penelope Engel-Hills, and Rethy K. Chhem. "Medical Competency in Postgraduate Medical Training Programs." In Radiology Education, 29–45. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27600-2_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Medical education"

1

Nesamany, Bawani, Joel See Pih Liang, Mike Chan, Michelle Wong, and Dmytro Klokol. "Andragogy in Continuous Medical Education: The Medical Teachers' Perception on Continuous Medical Education." In 2nd International Conference on Public Health and Well-being. iConferences (Pvt) Ltd, 2021. http://dx.doi.org/10.32789/publichealth.2021.1007.

Full text

Abstract:

In order to impact Continuous Medical Education (CME) change, perception of medical educators, better delivery, and elements of inclusivity to existing programs are essential with the acceptance that is a postgraduate phenomenon. To make that change possible, physician educators need to be aware of the ever-changing healthcare revolving around inevitable patient needs. A study was conducted to investigate the key areas affecting CME performance at a private tertiary medical education. Despite the convenient sampling and limitations, the study confirmed that medical educators need active intervention and should be empowered with perception alignment. The active intervention of CME delivery to meet the intended aftermath can only result in a whirlpool effect when all layers of contributors to CME development and application are involved in the measures. This emphasis needs educators to be on board with what and where CME is, where and how it shall propagate a high-quality medical education system. This is vital to reassure the unrelenting delivery of outcome achieving medicine for all.

APA, Harvard, Vancouver, ISO, and other styles

2

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

Full text

Abstract:

The purpose of this study is to explore current status and future task of educational utilization of medical humanities, focusing on narrative medicine in Korea. For this end, firstly, this study reviewed Korean research literatures on medical humanities. Second, this study reviewed the educational utilization of narrative medicine in medical education and humanities education in Korea. Lastly, this study provided the implication and future task for education and research. This study is expected to be a useful reference for developing teaching and learning model to nurture medical professionals, counselors and therapists, and researchers.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Segura-Azuara, NA, and M. Lopez. "LEARNING AMID COVID-19: MEDICAL STUDENTS INVOLVEMENT IN PATIENT EDUCATION & DISEASE AWARENESS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7123.

Full text

Abstract:

The COVID-19 pandemic has nurtured meaningful transformations in educational contexts; even highly traditional contexts were open about transforming approaches and methodologies. Medical professionals' education relies heavily on presence-based interaction with patients, for example, to develop community activities such as patient education, which needed to continue despite the school lockdown. As part of an intervention, medical students designed a patient education and disease awareness campaign through social media. The objective of this study was to assess the transformation of patient education and disease awareness strategies to the new remote format. The methodology considered a quantitative approach with a descriptive, and crosssectional design. The sample consisted of 34 medical students enrolled in an endocrine diseases course. Each team designed the material for the campaign based on the literature research they performed. Three tutors evaluated each team using a 5-point Likert scale addressing: disease, posts, survey, and overall assessment. Analysis of results included mean, standard deviation, and linear regression. With a correlation coefficient of 0.745 and a standard error of 0.21, the study found a high correlation between variables for each team. The results show that the transformation of this educational experience was key to offer an engaging educational learning experience for medical students. The campaigns held on social media platforms received a favorable response, as the engagement through comments and likes from their followers show, which helped on tunning the contents to relate closely to the specific audience. Keywords: higher education, educational innovation, professional education, COVID-19 pandemic adaptations, patient education

APA, Harvard, Vancouver, ISO, and other styles

5

Segura-Azuara, NA, and M. Lopez. "REDESIGNING MEDICAL STUDENTS' TRAINING THROUGH VIRTUAL CLINICAL SIMULATION." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7128.

Full text

Abstract:

Clinical simulation is an engaging teaching strategy that has been used to develop disciplinary and soft skills in medical students through structured educational activities with assessment and feedback. COVID-19 has forced medical schools into redesigning many curricular activities, including these clinical simulations, which leveraged virtual technologies to continue the training amid the pandemic. The objective of this study was to assess the adaptation of clinical simulation to a virtual-based format to continue medical students' training. The sample of participants in this study was 34-thirdyear medical students. Simulation sessions were held through a synchronous videoconference platform where students used a monitor for vital signs, an actor simulated a patient, and the corresponding lab results and imaging studies were available upon students' request. Students provided care for the patient by teams; they interviewed and asked for physical exam findings from an actor representing a nurse. The simulation adapted to the team's performance, students were provided with the test results as they requested, and the patient's vital signs responded to the team's prescriptions. Following the simulation, they received feedback using the debriefing with a good-judgment framework which supports a reflection regarding their mental processes leading to decision-making. Adapting educational strategies using technology in remote teaching is essential for medical schools to continue their training. This curricular adaptation exemplifies a proficient way to carry out virtual simulation activities amid the pandemic, easily adapted to other disciplines and educational levels. Keywords: higher education, educational innovation, professional education, pandemic adaptations, COVID-19, virtual simulation

APA, Harvard, Vancouver, ISO, and other styles

6

Wang, Jinguo, and Na Wang. "Gratitude Education in Medical University." In 2016 International Seminar on Education Innovation and Economic Management (SEIEM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/seiem-16.2016.81.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

"Medical and Healthcare Education (MHE)." In 2021 7th International Conference of the Immersive Learning Research Network (iLRN). IEEE, 2021. http://dx.doi.org/10.23919/ilrn52045.2021.9459398.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Gayef, Albena. "FLIPPED CLASSROOM IN MEDICAL EDUCATION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0985.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Krigovsky, Peter, and Doctor Wisprayogie. "Continuing Medical Education Incentive Program." In SPE Asia Pacific Health, Safety and Environment Conference and Exhibition. Society of Petroleum Engineers, 2005. http://dx.doi.org/10.2118/96536-ms.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

"Medical & Healthcare Education (MHE)." In 2022 8th International Conference of the Immersive Learning Research Network (iLRN). IEEE, 2022. http://dx.doi.org/10.23919/ilrn55037.2022.9815995.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Medical education"

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Sidenkova, Alena, Olga Kremleva, Sergey Bogdanov, Olga Esina, and Alena Melnik. Electronic training manual "Psychiatry, medical psychology". SIB-Expertise, January 2024. http://dx.doi.org/10.12731/er0786.29012024.

Full text

Abstract:

The electronic training course ""Psychiatry, Medical Psychology"" was compiled in accordance with the requirements of the Federal State Educational Standard of Higher Education, specialty 31.05.01 General Medicine, approved by order of the Ministry of Education and Science of the Russian Federation dated February 9, 2016 No. 95, and taking into account the requirements of the professional standard 02.009 “Physician (precinct general practitioner)”, approved by order of the Ministry of Labor and Social Protection of the Russian Federation dated March 21, 2017 No. 293n, as well as in accordance with the requirements of the Federal State Educational Standard of Higher Education in the specialty 31.05.02 Pediatrics (specialty level), approved by order of the Ministry of Education and Science of the Russian Federation dated 08/17/2015 No. 853, and taking into account the requirements of professional standard 02.008 “Physician - district pediatrician”, approved by order of the Ministry of Labor and Social Protection of the Russian Federation dated 03/27/2017 No. 306n. This course includes issues of private psychiatry and narcology. The purpose of the course is to gain knowledge about the basic patterns of formation and manifestations of mental disorders, their causes, and classification principles. Course objectives: study of classifications of mental disorders; familiarization with the clinical manifestations of mental disorders, their etiological and pathogenetic mechanisms; teaching students the skills to identify symptoms of mental disorders and the skills of describing them in medical documentation. The labor intensity of the course is 45 hours. The course consists of 5 didactic units.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

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!