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Notes of a small-group teacher.

作者信息

Branch W

出版信息

J Gen Intern Med. 1991 Nov-Dec;6(6):573-8. doi: 10.1007/BF02598231.

DOI:10.1007/BF02598231
PMID:1765874
Abstract
摘要

相似文献

1
Notes of a small-group teacher.小组教师笔记。
J Gen Intern Med. 1991 Nov-Dec;6(6):573-8. doi: 10.1007/BF02598231.
2
Faculty-development activity to promote effective communication between instructors and students.促进教师与学生之间有效沟通的教师发展活动。
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3
Using a Lego-based communications simulation to introduce medical students to patient-centered interviewing.使用基于乐高积木的沟通模拟向医学生介绍以患者为中心的问诊。
Teach Learn Med. 2001 Spring;13(2):130-5. doi: 10.1207/S15328015TLM1302_8.
4
eMedical Teacher.电子医学教师
Med Teach. 2011;33(12):1038-40. doi: 10.3109/0142159X.2011.653230.
5
How to support medical students in difficulty: tips for GP tutors.
Educ Prim Care. 2011 Jan;22(1):32-5. doi: 10.1080/14739879.2011.11493959.
6
A model for educational feedback based on clinical communication skills strategies: beyond the "feedback sandwich".基于临床沟通技能策略的教育反馈模型：超越“反馈三明治”。
Teach Learn Med. 2006 Winter;18(1):42-7. doi: 10.1207/s15328015tlm1801_9.
7
A comparison of teacher and student perception of flipping the medical classroom.教师与学生对医学课堂翻转的认知比较。
Educ Prim Care. 2015 Jan;26(1):30-3. doi: 10.1080/14739879.2015.11494306.
8
eMedical Teacher.电子医学教师
Med Teach. 2010;32(3):273-5. doi: 10.3109/01421591003704360.
9
Role-play without humiliation: is it possible?无羞辱的角色扮演：这可能吗？
Clin Teach. 2015 Apr;12(2):128-30. doi: 10.1111/tct.12295.
10
Team Based-Learning (TBL) as a primary strategy for the development of generic competences in medical students: the Peruvian case.以团队为基础的学习（TBL）作为培养医学生通用能力的主要策略：秘鲁的案例。
Med Teach. 2011;33(10):862.

引用本文的文献

1
Supporting the moral development of medical students.支持医学生的道德发展。
J Gen Intern Med. 2000 Jul;15(7):503-8. doi: 10.1046/j.1525-1497.2000.06298.x.
2
Professional and moral development in medical students: the ethics of caring for patients.医学生的专业与道德发展：关爱患者的伦理
Trans Am Clin Climatol Assoc. 1998;109:218-29; discussion 229-30.
3
A new educational approach for supporting the professional development of third-year medical students.
J Gen Intern Med. 1995 Dec;10(12):691-4. doi: 10.1007/BF02602767.

本文引用的文献

1
Sounding board. Humanistic medicine in a modern age.共鸣板。现代社会中的人文医学。
N Engl J Med. 1981 Apr 23;304(17):1036-8. doi: 10.1056/NEJM198104233041711.
2
Sounding board. The biopsychosocial model and medical education. Who are to be the teachers?共鸣板。生物心理社会模型与医学教育。谁将成为教师？
N Engl J Med. 1982 Apr 1;306(13):802-5. doi: 10.1056/NEJM198204013061311.
3
Feedback in clinical medical education.临床医学教育中的反馈
JAMA. 1983 Aug 12;250(6):777-81.
4
Problem-based learning: rationale and description.基于问题的学习：基本原理与描述
Med Educ. 1983 Jan;17(1):11-6. doi: 10.1111/j.1365-2923.1983.tb01086.x.
5
The "McMaster Philosophy": an approach to medical education.“麦克马斯特理念”：一种医学教育方法。
J Med Educ. 1974 Nov;49(11):1040-50.
6
Educating the humanist physician. An ancient ideal reconsidered.培养人文主义医生。重新审视一个古老的理想。
JAMA. 1974 Mar 18;227(11):1288-94.
7
Basic curricular goals in medical ethics.医学伦理学的基本课程目标。
N Engl J Med. 1985 Jan 24;312(4):253-6. doi: 10.1056/NEJM198501243120430.
8
Human values teaching programs in the clinical education of medical students.医学生临床教育中的人文价值观教学项目。
J Med Educ. 1987 May;62(5):369-78. doi: 10.1097/00001888-198705000-00001.
9
The language of attentive patient care: a comparison of two medical interviews.悉心照料患者的语言：两种医学问诊方式的比较
J Gen Intern Med. 1989 Jul-Aug;4(4):325-35. doi: 10.1007/BF02597407.
10
Teaching medicine as a human experience: a patient-doctor relationship course for faculty and first-year medical students.将医学作为一种人文体验进行教学：面向教师和一年级医学生的医患关系课程。
Ann Intern Med. 1991 Mar 15;114(6):482-9. doi: 10.7326/0003-4819-114-6-482.