Perceived strain of undergraduate medical students during a simulated first day of residency
暂无分享,去创建一个
[1] O. ten Cate,et al. The EPA-based Utrecht undergraduate clinical curriculum: Development and implementation , 2018, Medical teacher.
[2] A. Pereira,et al. Competency-Based Medical Education in the Internal Medicine Clerkship: A Report From the Alliance for Academic Internal Medicine Undergraduate Medical Education Task Force. , 2017, Academic medicine : journal of the Association of American Medical Colleges.
[3] S. Harendza,et al. Differences between medical student and faculty perceptions of the competencies needed for the first year of residency , 2017, BMC medical education.
[4] S. Harendza,et al. Competencies for first year residents – physicians’ views from medical schools with different undergraduate curricula , 2017, BMC medical education.
[5] S. Harendza,et al. Assessing Competences in Medical Students with a Newly Designed 360- Degree Examination of a Simulated First Day of Residency: A Feasibility Study , 2017 .
[6] M. Gottlieb,et al. Effectiveness of Resident Physicians as Triage Liaison Providers in an Academic Emergency Department , 2017, The western journal of emergency medicine.
[7] Jason Rho,et al. Multitasking simulation: Present application and future directions , 2017, Medical teacher.
[8] R. Cavalcanti,et al. The Oral Case Presentation: A Key Tool for Assessment and Teaching in Competency-Based Medical Education. , 2016, JAMA.
[9] C. Nikendei,et al. Students' Perceptions on an Interprofessional Ward Round Training – A Qualitative Pilot Study , 2016, GMS journal for medical education.
[10] M. Kadmon,et al. Academic Performance of Students with the Highest and Mediocre School-leaving Grades: Does the Aptitude Test for Medical Studies (TMS) Balance Their Prognoses? , 2016, GMS journal for medical education.
[11] W. Herzog,et al. Perceived stress at transition to workplace: a qualitative interview study exploring final-year medical students’ needs , 2016, Advances in medical education and practice.
[12] M. F. van der Schaaf,et al. Vertically integrated medical education and the readiness for practice of graduates , 2015, BMC medical education.
[13] W. Herzog,et al. Video-based on-ward supervision for final year medical students , 2015, BMC medical education.
[14] Jullia A. Rosdahl,et al. Stress and burnout in residents: impact of mindfulness-based resilience training , 2015, Advances in medical education and practice.
[15] Daniel Bauer,et al. Finally finished! National Competence Based Catalogues of Learning Objectives for Undergraduate Medical Education (NKLM) and Dental Education (NKLZ) ready for trial , 2015, GMS Zeitschrift fur medizinische Ausbildung.
[16] N. Sewankambo,et al. A consortium approach to competency-based undergraduate medical education in Uganda: Process, opportunities and challenges , 2014, Education for health.
[17] C. Bachmann,et al. Can a brief two-hour interdisciplinary communication skills training be successful in undergraduate medical education? , 2013, Patient education and counseling.
[18] C. Boscardin,et al. How to develop a competency-based examination blueprint for longitudinal standardized patient clinical skills assessments , 2013, Medical teacher.
[19] S. Harendza,et al. Ordering patterns for laboratory and radiology tests by students from different undergraduate medical curricula , 2013, BMC medical education.
[20] S. Harendza,et al. An argument-based approach to the validation of UHTRUST: can we measure how recent graduates can be trusted with unfamiliar tasks? , 2013, Advances in health sciences education : theory and practice.
[21] N. Sevdalis,et al. Relationships of Multitasking, Physicians’ Strain, and Performance: An Observational Study in Ward Physicians , 2012, Journal of patient safety.
[22] M. Gordon. Training on handover of patient care within UK medical schools. , 2013 .
[23] H. van den Bussche,et al. [Burdened into the job -- final-year students' empathy and burnout]. , 2012, Zeitschrift fur Evidenz, Fortbildung und Qualitat im Gesundheitswesen.
[24] C. Risdon,et al. Promoting interprofessional learning with medical students in home care settings , 2011, Medical teacher.
[25] Martin Talbot,et al. Competency-based medical education: implications for undergraduate programs , 2010, Medical teacher.
[26] S. Zipfel,et al. Lernen am späteren Arbeitsplatz: Eine Analyse studentischer Erwartungen und Erfahrungen im „Praktischen Jahr“ , 2009 .
[27] S. Zipfel,et al. [Workplace learning for final-year medical students: a comprehensive analysis of student's expectancies and experiences]. , 2009, Zeitschrift fur Evidenz, Fortbildung und Qualitat im Gesundheitswesen.
[28] Jennifer S. Carrera,et al. Stress and Depressive Symptoms/Dysphoria Among US Medical Students: Results From a Large, Nationally Representative Survey , 2008, The Journal of nervous and mental disease.
[29] C. Moutier,et al. A Conceptual Model of Medical Student Well-Being: Promoting Resilience and Preventing Burnout , 2008, Academic Psychiatry.
[30] Tait D. Shanafelt,et al. Systematic Review of Depression, Anxiety, and Other Indicators of Psychological Distress Among U.S. and Canadian Medical Students , 2006, Academic medicine : journal of the Association of American Medical Colleges.
[31] R. Frankel,et al. Assessing Competence in Communication and Interpersonal Skills: The Kalamazoo II Report , 2004, Academic medicine : journal of the Association of American Medical Colleges.
[32] Sarah W. Fraser,et al. Coping with complexity: educating for capability , 2001, BMJ : British Medical Journal.
[33] S. M. Stewart,et al. Predicting stress in first year medical students: a longitudinal study , 1997, Medical education.
[34] J Greenhalgh,et al. Doctors' perceptions of the links between stress and lowered clinical care. , 1997, Social science & medicine.
[35] J. Biggs. Enhancing teaching through constructive alignment , 1996 .
[36] Yanfeng Tian,et al. Divorce, gender role, and higher education expansion , 1996 .
[37] J. Affeldt,et al. The feasibility study , 2019, The Information System Consultant’s Handbook.