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1
Design, implementation and evaluation of e-learning program for common diseases to smartphone-based medical students: at a developing university
Design, implementation and evaluation of e-learning program for common diseases to smartphone-based medical students: at a developing university
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Design, implementation and evaluation of e-learning program for common diseases to smartphone-based medical students: at a developing university

BMC medical education, 2024-01, Vol.24 (1), p.52-52, Article 52 [Peer Reviewed Journal]

2024. The Author(s). ;COPYRIGHT 2024 BioMed Central Ltd. ;2024. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;The Author(s) 2024 ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/s12909-023-05023-4 ;PMID: 38200462

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2
Using online game-based platforms to improve student performance and engagement in histology teaching
Using online game-based platforms to improve student performance and engagement in histology teaching
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Using online game-based platforms to improve student performance and engagement in histology teaching

BMC medical education, 2019-07, Vol.19 (1), p.273-273, Article 273 [Peer Reviewed Journal]

COPYRIGHT 2019 BioMed Central Ltd. ;The Author(s). 2019 ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/s12909-019-1701-0 ;PMID: 31331319

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3
The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease
The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease
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The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease

BMC medical education, 2020-10, Vol.20 (1), p.381-381, Article 381 [Peer Reviewed Journal]

2020. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;The Author(s) 2020 ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/s12909-020-02306-y ;PMID: 33092583

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4
Interventions, methods and outcome measures used in teaching evidence-based practice to healthcare students: an overview of systematic reviews
Interventions, methods and outcome measures used in teaching evidence-based practice to healthcare students: an overview of systematic reviews
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Interventions, methods and outcome measures used in teaching evidence-based practice to healthcare students: an overview of systematic reviews

BMC medical education, 2024-03, Vol.24 (1), p.306-306 [Peer Reviewed Journal]

2024. The Author(s). ;COPYRIGHT 2024 BioMed Central Ltd. ;2024. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;The Author(s) 2024 ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/s12909-024-05259-8 ;PMID: 38504255

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5
Medical education trends for future physicians in the era of advanced technology and artificial intelligence: an integrative review
Medical education trends for future physicians in the era of advanced technology and artificial intelligence: an integrative review
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Medical education trends for future physicians in the era of advanced technology and artificial intelligence: an integrative review

BMC medical education, 2019-12, Vol.19 (1), p.460-460, Article 460 [Peer Reviewed Journal]

COPYRIGHT 2019 BioMed Central Ltd. ;2019. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;The Author(s). 2019 ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/s12909-019-1891-5 ;PMID: 31829208

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6
Medical educators' beliefs about learning goals, teaching, and assessment in the context of curriculum changes: a qualitative study conducted at an Iranian medical school
Medical educators' beliefs about learning goals, teaching, and assessment in the context of curriculum changes: a qualitative study conducted at an Iranian medical school
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Medical educators' beliefs about learning goals, teaching, and assessment in the context of curriculum changes: a qualitative study conducted at an Iranian medical school

BMC medical education, 2021-08, Vol.21 (1), p.446-446, Article 446 [Peer Reviewed Journal]

2021. The Author(s). ;COPYRIGHT 2021 BioMed Central Ltd. ;2021. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;The Author(s) 2021 ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/s12909-021-02878-3 ;PMID: 34429081

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7
Methods for teaching evidence-based practice: a scoping review
Methods for teaching evidence-based practice: a scoping review
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Methods for teaching evidence-based practice: a scoping review

BMC medical education, 2019-07, Vol.19 (1), p.259-259, Article 259 [Peer Reviewed Journal]

COPYRIGHT 2019 BioMed Central Ltd. ;The Author(s). 2019 ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/s12909-019-1681-0 ;PMID: 31296212

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8
The role of social network analysis as a learning analytics tool in online problem based learning
The role of social network analysis as a learning analytics tool in online problem based learning
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The role of social network analysis as a learning analytics tool in online problem based learning

BMC medical education, 2019-05, Vol.19 (1), p.160-160, Article 160 [Peer Reviewed Journal]

COPYRIGHT 2019 BioMed Central Ltd. ;2019. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;The Author(s). 2019 ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/s12909-019-1599-6 ;PMID: 31113441

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9
Blended learning for postgraduates; an interactive experience
Blended learning for postgraduates; an interactive experience
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Blended learning for postgraduates; an interactive experience

BMC medical education, 2019-07, Vol.19 (1), p.289-289, Article 289 [Peer Reviewed Journal]

COPYRIGHT 2019 BioMed Central Ltd. ;The Author(s). 2019 ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/s12909-019-1717-5 ;PMID: 31362735

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10
Teaching anatomy using an active and engaging learning strategy
Teaching anatomy using an active and engaging learning strategy
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Teaching anatomy using an active and engaging learning strategy

BMC medical education, 2019-05, Vol.19 (1), p.149-149, Article 149 [Peer Reviewed Journal]

COPYRIGHT 2019 BioMed Central Ltd. ;2019. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;The Author(s). 2019 ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/s12909-019-1590-2 ;PMID: 31096975

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11
Comparison of the BOPPPS model and traditional instructional approaches in thoracic surgery education
Comparison of the BOPPPS model and traditional instructional approaches in thoracic surgery education
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Comparison of the BOPPPS model and traditional instructional approaches in thoracic surgery education

BMC medical education, 2022-06, Vol.22 (1), p.447-447, Article 447 [Peer Reviewed Journal]

2022. The Author(s). ;COPYRIGHT 2022 BioMed Central Ltd. ;2022. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;The Author(s) 2022 ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/s12909-022-03526-0 ;PMID: 35681190

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12
Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students
Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students
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Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students

BMC medical education, 2020-02, Vol.20 (1), p.53-53, Article 53 [Peer Reviewed Journal]

COPYRIGHT 2020 BioMed Central Ltd. ;2020. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;Distributed under a Creative Commons Attribution 4.0 International License ;The Author(s). 2020 ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/s12909-020-1939-6 ;PMID: 32075641

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13
Teaching history taking to medical students: a systematic review
Teaching history taking to medical students: a systematic review
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Teaching history taking to medical students: a systematic review

BMC medical education, 2015-09, Vol.15 (1), p.159-159, Article 159 [Peer Reviewed Journal]

COPYRIGHT 2015 BioMed Central Ltd. ;Keifenheim et al. 2015 ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/s12909-015-0443-x ;PMID: 26415941

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14
Comparison of the effectiveness of lectures based on problems and traditional lectures in physiology teaching in Sudan
Comparison of the effectiveness of lectures based on problems and traditional lectures in physiology teaching in Sudan
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Comparison of the effectiveness of lectures based on problems and traditional lectures in physiology teaching in Sudan

BMC medical education, 2019-09, Vol.19 (1), p.365-365, Article 365 [Peer Reviewed Journal]

COPYRIGHT 2019 BioMed Central Ltd. ;2019. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;The Author(s). 2019 ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/s12909-019-1799-0 ;PMID: 31547817

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15
Interprofessional collaboration (or lack thereof) between faculty and learning technologists in the creation of digital learning
Interprofessional collaboration (or lack thereof) between faculty and learning technologists in the creation of digital learning
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Interprofessional collaboration (or lack thereof) between faculty and learning technologists in the creation of digital learning

BMC medical education, 2023-10, Vol.23 (1), p.1-727, Article 727 [Peer Reviewed Journal]

COPYRIGHT 2023 BioMed Central Ltd. ;2023. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;BioMed Central Ltd., part of Springer Nature 2023 ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/s12909-023-04728-w

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16
Implementation of flipped classroom combined with problem-based learning: an approach to promote learning about hyperthyroidism in the endocrinology internship
Implementation of flipped classroom combined with problem-based learning: an approach to promote learning about hyperthyroidism in the endocrinology internship
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Implementation of flipped classroom combined with problem-based learning: an approach to promote learning about hyperthyroidism in the endocrinology internship

BMC medical education, 2019-07, Vol.19 (1), p.290-290, Article 290 [Peer Reviewed Journal]

COPYRIGHT 2019 BioMed Central Ltd. ;The Author(s). 2019 ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/s12909-019-1714-8 ;PMID: 31362729

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17
Peer-assisted learning (PAL): skills lab tutors' experiences and motivation
Peer-assisted learning (PAL): skills lab tutors' experiences and motivation
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Peer-assisted learning (PAL): skills lab tutors' experiences and motivation

BMC medical education, 2019-09, Vol.19 (1), p.353-353, Article 353 [Peer Reviewed Journal]

COPYRIGHT 2019 BioMed Central Ltd. ;2019. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;The Author(s). 2019 ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/s12909-019-1760-2 ;PMID: 31521146

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18
What makes an online problem-based group successful? A learning analytics study using social network analysis
What makes an online problem-based group successful? A learning analytics study using social network analysis
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What makes an online problem-based group successful? A learning analytics study using social network analysis

BMC medical education, 2020-03, Vol.20 (1), p.80-80, Article 80 [Peer Reviewed Journal]

COPYRIGHT 2020 BioMed Central Ltd. ;2020. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;The Author(s) 2020 ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/s12909-020-01997-7 ;PMID: 32188471

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19
Effects of simulation in improving the self-confidence of student nurses in clinical practice: a systematic review
Effects of simulation in improving the self-confidence of student nurses in clinical practice: a systematic review
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Effects of simulation in improving the self-confidence of student nurses in clinical practice: a systematic review

BMC medical education, 2023-10, Vol.23 (1), p.1-815, Article 815 [Peer Reviewed Journal]

COPYRIGHT 2023 BioMed Central Ltd. ;2023. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;The Author(s) 2023 ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/s12909-023-04793-1

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20
Comparison of self-efficacy among graduate teaching assistants before and after training
Comparison of self-efficacy among graduate teaching assistants before and after training
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Comparison of self-efficacy among graduate teaching assistants before and after training

BMC medical education, 2024-04, Vol.24 (1), p.471-471 [Peer Reviewed Journal]

2024. The Author(s). ;COPYRIGHT 2024 BioMed Central Ltd. ;2024. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;The Author(s) 2024 ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/s12909-024-05431-0 ;PMID: 38685047

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