Cargando…

Longitudinal integrated clerkships: to educate what remains after one has forgotten what one has learned in the classroom

Detalles Bibliográficos
Autor principal:	Han, Ki Jun
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Korean Society of Medical Education 2019
Materias:	Personal Views
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6715900/ https://www.ncbi.nlm.nih.gov/pubmed/31455057 http://dx.doi.org/10.3946/kjme.2019.138

Ejemplares similares

Evidence for action: a One Health learning platform on interventions to tackle antimicrobial resistance
por: Wernli, Didier, et al.
Publicado: (2020)

What are the recognized species of the genus Listeria?
por: Nwaiwu, Ogueri
Publicado: (2020)

COVID-19 vaccination for people with severe mental illness: why, what, and how?
por: Mazereel, Victor, et al.
Publicado: (2021)

Tuberculosis vaccines in the era of Covid-19 – what is taking us so long?
por: Dockrell, Hazel M., et al.
Publicado: (2022)

Not practicing what we teach? The case for healthy food and drinks at health training events
por: Pfaff, Colin, et al.
Publicado: (2019)

Towards a conceptual framework to support one-health research for policy on emerging zoonoses
por: Coker, Richard, et al.
Publicado: (2011)

Physiology labs during a pandemic: What did we learn?
por: Chen, Xinnian, et al.
Publicado: (2021)

Seasonality of infectious diseases and severe acute respiratory syndrome–what we don't know can hurt us
por: Dowell, Scott F, et al.
Publicado: (2004)

Development of e-learning in medical education: a student’s perspective
por: Jamil, Nour Al, et al.
Publicado: (2019)

Experience with resuscitation bundle education
por: Park, Song Yi, et al.
Publicado: (2020)

Status of What Has Been and What Has to be Done on SPS
por: Manglunki, Django
Publicado: (2003)

The need for central funding for medical education
por: Park, Hyunmi
Publicado: (2021)

The challenges of medical education in developing “true medical professionalism”
por: Yoo, ChanJong
Publicado: (2017)

Medical student’s artificial intelligence education and research experiences
por: Im, Chaeyeong
Publicado: (2022)

Medical education in Korea from a German student’s perspective
por: Krueger, Richard
Publicado: (2019)

ADHD in the DSM-5-TR: What has changed and what has not
por: Koutsoklenis, Athanasios, et al.
Publicado: (2023)

The Good Doctor: What It Means, How to Become One, and How to Remain One
por: Lee, Thomas
Publicado: (2019)

Are we talking the same paradigm? Considering methodological choices in health education systematic review
por: Gordon, Morris
Publicado: (2016)

Nurturing instead of depleting empathy during medical education: a medical student’s perspective
por: Chiang, Simone
Publicado: (2018)

What Has Become of
Publicado: (1917)

Status of What Has Been and What Has to be Done on PS and Transfer Lines
por: Martini, M
Publicado: (2003)

What Art Has Done for Dentistry—and What Dentistry Has Done for Art
por: Cigrand, B. J.
Publicado: (1902)

What does it mean to have an impairment?
por: Fefoame, Gertrude Oforiwa
Publicado: (2013)

“What has dentistry learned from the pandemic?”
por: Sanz, Mariano
Publicado: (2023)

Integration of strength training into UK Defence Rehabilitation practice: current trends and future challenges
por: Ladlow, Peter, et al.
Publicado: (2022)

One year of SARS-CoV-2 and lung ultrasound: what has been learned and future perspectives
por: Boccatonda, Andrea, et al.
Publicado: (2021)

Cardiac Cell Therapy with Pluripotent Stem Cell-Derived Cardiomyocytes: What Has Been Done and What Remains to Do?
por: Selvakumar, Dinesh, et al.
Publicado: (2022)

Integrated and patient-centred management of Parkinson's disease: a network model for reshaping chronic neurological care
por: Bloem, Bastiaan R, et al.
Publicado: (2020)

Integrating youth mental health into cash transfer programmes in response to the COVID-19 crisis in low-income and middle-income countries
por: Bauer, Annette, et al.
Publicado: (2021)

No big data without small data: learning health care systems begin and end with the individual patient
por: Sacristán, José A., et al.
Publicado: (2015)

Personal professional identity formation through interprofessional learning and early patient encounter during preclinical years
por: Brandt, Leo
Publicado: (2017)

The Time Has Come; One Year Has Passed
por: Heidary, Fatemeh, et al.
Publicado: (2013)

Mouse somatic cell nuclear transfer: What has changed and remained unchanged in 25 years
por: INOUE, Kimiko
Publicado: (2023)

The European clinical research response to optimise treatment of patients with COVID-19: lessons learned, future perspective, and recommendations
por: Goossens, Herman, et al.
Publicado: (2022)

Infectious diseases in Indigenous populations in North America: learning from the past to create a more equitable future
por: Lee, Naomi R, et al.
Publicado: (2023)

One More Death from Visceral Leishmaniasis Has Gone by Unnoticed. What Can Be Done?
por: Matlashewski, Greg, et al.
Publicado: (2013)

Nurses at the frontline of public health emergency preparedness and response: lessons learned from the HIV/AIDS pandemic and emerging infectious disease outbreaks
por: Guilamo-Ramos, Vincent, et al.
Publicado: (2021)

The Johns Hopkins University Center for Systems Science and Engineering COVID-19 Dashboard: data collection process, challenges faced, and lessons learned
por: Dong, Ensheng, et al.
Publicado: (2022)

Learning from the COVID-19 pandemic response to strengthen undocumented migrant-sensitive health systems: case studies from four countries
por: Genovese, Eleonora, et al.
Publicado: (2023)

Monitoring socioeconomic inequalities in health in Hong Kong: insights and lessons from the UK and Australia
por: Chung, Gary Ka-Ki, et al.
Publicado: (2022)

Cannot write session to /tmp/vufind_sessions/sess_j8k9pna30d1a92rgvjaucg9rnd