Shaping the future-ready doctor: a first-aid kit to address a gap in medical education.
作者信息
Otaki Farah, Naidoo Nerissa, Al Heialy Saba, John-Baptiste Anne-Marie, Davis Dave, Senok Abiola
机构信息
Strategy and Institutional Excellence, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates.
College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates.
出版信息
Int J Med Educ. 2020 Nov 30;11:248-249. doi: 10.5116/ijme.5fad.2d3a.
Abstract
摘要
相似文献
1
Shaping the future-ready doctor: a first-aid kit to address a gap in medical education.塑造面向未来的医生：填补医学教育差距的急救箱。
Int J Med Educ. 2020 Nov 30;11:248-249. doi: 10.5116/ijme.5fad.2d3a.
2
What is a doctor and what is a nurse? A perspective for future practice and education.医生和护士是什么？对未来实践和教育的展望。
Acad Med. 2014 Jul;89(7):970-2. doi: 10.1097/ACM.0000000000000277.
3
Special series on medical education in Scotland. VI. Scotland's contribution to the continuing education of the doctor.苏格兰医学教育特辑。第六部分。苏格兰对医生继续教育的贡献。
Scott Med J. 1962 Nov;7:459-62. doi: 10.1177/003693306200701101.
4
THE DOCTOR-PATIENT RELATIONSHIP AS DESCRIBED BY PHYSICIANS AND MEDICAL STUDENTS.医生和医学生所描述的医患关系。
J Health Hum Behav. 1964;5:25-34.
5
What is a good doctor? The impact of 'fruitful irrelevance' in medical education.什么样的医生才是好医生？医学教育中“有益的不相关”的作用。
Med Teach. 2009 May;31(5):447-8. doi: 10.1080/01421590802642545.
6
The doctor and the American Medical Education Foundation.医生与美国医学教育基金会。
SD J Med Pharm. 1952 Oct;5(10):280-3.
7
THE POST-GRADUATE education of the practising doctor.执业医生的研究生教育。
Med J Aust. 1955 Dec 17;42(25):1037-44.
8
The education of a doctor.医生的培养
Cent Afr J Med. 1962 Mar;8:95-9.
9
HEALTH EDUCATION TRAINING OF BASIC DOCTOR.基层医生的健康教育培训
Indian J Public Health. 1964 Jul;8:97-100.
10
The Dedicated Enough Doctor: The Limits of Medical Altruism in the 21st Century.敬业过度的医生：21世纪医学利他主义的局限
Isr Med Assoc J. 2016 Dec;18(12):714-718.
引用本文的文献
1
Investigating the learning value of early clinical exposure among undergraduate medical students in Dubai: a convergent mixed methods study.调查迪拜本科医学生早期临床接触的学习价值：一项收敛性混合方法研究。
BMC Med Educ. 2025 Apr 30;25(1):638. doi: 10.1186/s12909-025-07212-9.
2
Patients' and physicians' gender and perspective on shared decision-making: A cross-sectional study from Dubai.患者和医生的性别以及对共同决策的看法：来自迪拜的一项横断面研究。
PLoS One. 2022 Sep 1;17(9):e0270700. doi: 10.1371/journal.pone.0270700. eCollection 2022.
3
Introducing the 4Ps Model of Transitioning to Distance Learning: A convergent mixed methods study conducted during the COVID-19 pandemic.引入向远程学习过渡的 4Ps 模型：在 COVID-19 大流行期间进行的收敛混合方法研究。
PLoS One. 2021 Jul 15;16(7):e0253662. doi: 10.1371/journal.pone.0253662. eCollection 2021.
本文引用的文献
1
The future of medical education.医学教育的未来。
Singapore Med J. 2019 Jan;60(1):3-8. doi: 10.11622/smedj.2019003.
2
An elective entrustable professional activity-based thematic final medical school year: an appreciative inquiry study among students, graduates, and supervisors.基于可委托专业活动的医学院最后一学年选修主题：一项针对学生、毕业生和导师的欣赏式探究研究。
Adv Med Educ Pract. 2018 Nov 15;9:837-845. doi: 10.2147/AMEP.S176649. eCollection 2018.
3
Training the next generation of physician researchers - Vanderbilt Medical Scholars Program.培养下一代医师研究员——范德堡医学学者计划。
BMC Med Educ. 2018 Jan 4;18(1):5. doi: 10.1186/s12909-017-1103-0.
4
Medical education and the healthcare system--why does the curriculum need to be reformed?医学教育与医疗系统——课程为何需要改革？
BMC Med. 2014 Nov 12;12:213. doi: 10.1186/s12916-014-0213-3.
5
Undergraduate research: an innovative student-centered committee from the Kingdom of Saudi Arabia.本科研究：来自沙特阿拉伯王国的一种创新的以学生为中心的委员会模式。
Med Teach. 2014 Apr;36 Suppl 1:S36-42. doi: 10.3109/0142159X.2014.886016.
6
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.
7
The future of physician's time.医生时间的未来。
Ann Intern Med. 2000 Jan 4;132(1):80-4. doi: 10.7326/0003-4819-132-1-200001040-00013.
Zotero 插件