How medical education can help in a COVID-19 crisis.
作者信息
Roberts Chris
机构信息
The University of Sydney, Sydney, Australia.
出版信息
Clin Teach. 2020 Jun;17(3):241-243. doi: 10.1111/tct.13183.
Abstract
摘要
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本文引用的文献
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MedEdPublish (2016). 2020 Mar 27;9:54. doi: 10.15694/mep.2020.000054.1. eCollection 2020.
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Strange days.奇怪的日子。
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Med Teach. 2019 Mar;41(3):243-248. doi: 10.1080/0142159X.2018.1554898. Epub 2019 Jan 19.
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Team-based learning (TBL) in the medical curriculum: better than PBL?医学课程中的团队学习（TBL）：比 PBL 更好？
BMC Med Educ. 2017 Dec 8;17(1):243. doi: 10.1186/s12909-017-1068-z.
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Joining the dots: conditional pass and programmatic assessment enhances recognition of problems with professionalism and factors hampering student progress.串联线索：条件通过和程序化评估增强了对专业精神问题和阻碍学生进步因素的识别。
BMC Med Educ. 2011 Jun 7;11:29. doi: 10.1186/1472-6920-11-29.
6
American medical education 100 years after the Flexner report.《弗莱克斯纳报告》发布100年后的美国医学教育
N Engl J Med. 2006 Sep 28;355(13):1339-44. doi: 10.1056/NEJMra055445.
7
SARS and its effect on medical education in Hong Kong.非典及其对香港医学教育的影响。
Med Educ. 2003 Dec;37(12):1127-8. doi: 10.1046/j.1365-2923.2003.01723.x.
8
Medical education in the United States and Canada. From the Carnegie Foundation for the Advancement of Teaching, Bulletin Number Four, 1910.美国和加拿大的医学教育。源自卡内基教学促进基金会，第4号公报，1910年。
Bull World Health Organ. 2002;80(7):594-602. Epub 2002 Jul 30.
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