المؤلفون: Gehlhar, Kirsten

المصدر: GMS Journal for Medical Education, Vol 36, Iss 5, p Doc51 (2019)

مصطلحات موضوعية: model medical education programme, academic reform, curriculum development, faculty development, medical studies, outpatient care, scientific research, internationality, Special aspects of education, LC8-6691, Medicine

وصف الملف: electronic resource

Relation: http://www.egms.de/static/en/journals/zma/2019-36/zma001259.shtml; https://doaj.org/toc/2366-5017

URL الوصول: https://doaj.org/article/4e02452e11dc4308b71e98a7338204c0

المؤلفون: Gehlhar, Kirsten

المصدر: GMS Journal for Medical Education
GMS Journal for Medical Education, Vol 36, Iss 5, p Doc51 (2019)

مصطلحات موضوعية: Models, Educational, curriculum development, lcsh:Medicine, Article, academic reform, Modellstudiengang, Wissenschaftlichkeit, Germany, Surveys and Questionnaires, Humans, Studienreform, Schools, Medical, outpatient care, medical studies, lcsh:LC8-6691, Internationalität, lcsh:Special aspects of education, Medizinstudium, model medical education programme, lcsh:R, Fakultätsentwicklung, faculty development, Curriculumsentwicklung, 610 Medical sciences, Medicine, Competency-Based Education, internationality, ambulante Medizin, scientific research, Curriculum, Education, Medical, Undergraduate, Program Evaluation

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::26822c42380a054c9f3027b246fb9a41
https://pubmed.ncbi.nlm.nih.gov/31815161

Additional Titles: Der Modellstudiengang Humanmedizin in Oldenburg - European Medical School Oldenburg-Groningen

المؤلفون: Gehlhar, K

المصدر: GMS Journal for Medical Education; VOL: 36; DOC51 /20191015/

مصطلحات الفهرس: model medical education programme, academic reform, curriculum development, faculty development, medical studies, outpatient care, scientific research, internationality, Modellstudiengang, Studienreform, Curriculumsentwicklung, Fakultätsentwicklung, Medizinstudium, ambulante Medizin, Wissenschaftlichkeit, Internationalität, ddc: 610, article

URL: http://nbn-resolving.de/urn:nbn:de:0183-zma0012596
http://www.egms.de/en/journals/zma/2019-36/zma001259.shtml
Barrows HS. User's guide for problem-based learning module (PBLM). Springfield, IL: Southern Illinois University, School of Medicine; 1998.
Borleffs JC, Custers EJ, van Gijn J, ten Cate OT. "Clinical reasoning theater": a new approach to clinical reasoning education. Acad Med. 2003;78(3):322-325. DOI: 10.1097/00001888-200303000-00017
Bundesministerium für Bildung und Forschung. Masterplan Medizinstudium 2020. Berlin: Bundesministerium für Bildung und Forschung; 2017. Zugänglich unter/available from: https://www.bmbf.de/files/2017-03-31_Masterplan%20Beschlusstext.pdf
Chi MT, Wylie R. The ICAP framework: Linking cognitive engagement to active learning outcomes. Educ Psychol. 2014;49(4):219-243. DOI: 10.1080/00461520.2014.965823
Chi MT. Active-constructive-interactive: a conceptual framework for differentiating learning activities. Top Cogn Sci. 2009;1(1):73-105. DOI: 10.1111/j.1756-8765.2008.01005.x
Christensen L. The Bologna Process and Medical Education. Med Teach. 2004;26(7):625-629. DOI: 10.1080/01421590400012190
Dekker H, Driessen E, Ter Braak E, Scheele F, Slaets J, Van Der Molen T, Cohen-Schotanus, J. Mentoring portfolio use in undergraduate and postgraduate medical education. Med Teach. 2009;31(19):903-909. DOI: 10.3109/01421590903173697
Frank JR, Danoff D. The CanMEDS initiative: implementing an outcomes-based framework of physician competencies. Med Teach. 2007;29(7):642-647. DOI: 10.1080/01421590701746983
Hailbronner K. Rechtliche Grundlagen für die Anerkennung eines berufsqualifizierenden Abschlusses eines europäischen Bachelor-/Masterstudiengangs "Humanmedizin" an der Universität Groningen, Niederlande, in Kooperation mit der Carl von Ossietzky-Universität Oldenburg. Konstanz; 2008.
Harden R, Gleeson FA. Assessment of clinical competence using an objective structured clinical examination (OSCE). Med Educ. 1979;13(1):41-54. DOI: 10.1111/j.1365-2923.1979.tb00918.x
Henning RH, de Vries J, Berger, MY, Heijne-Penninga M, Hessels, L, Hiemstra, RJ, Kampinga, HH, Kok, HH, Krale-Mosselaar, J, Okker FC, van Trigt AM. Medical Curriculum framework G2020. Gronningen: University of Groningen; 2013.
Kuks J. The bachelor-master structure (two-cycle curriculum) according to the Bologna agreement: a Dutch experience. Tijdschr Med Onderwijs. 2010;29(1):16-21. DOI: 10.1007/s12507-010-0004-6
Mattes J, Look A, Hahne AK, Tekian A, Herzig S. The semi-structured triple-jump - a new assessment tool reflects qualifications of tutors in a PBL course on basic pharmacology. Naunyn Schmiedebergs Arch Pharmacol. 2008;377(1):55-63. DOI: 10.1007/s00210-007-0257-4
Moust J, Bouhuijs P, Schmidt H. Problemorientiertes Lernen. Wiesbaden: Ullstein Medical Verlagsgesellschaft; 1999.
Norcini JJ, Blank LL, Arnold GK, Kimball HR. The Mini-CEX (Clinical Evaluation Exercise): A Preliminary Investigation. Ann Intern Med. 1995;123(10):795-799. DOI: 10.7326/0003-4819-123-10-199511150-00008
Nouns ZM, Georg W. Progress testing in German speaking countries. Med Teach. 2010;32(6):467-470. DOI: 10.3109/0142159X.2010.485656
Painvin C, Neufeld V, Norman G, Whelan G. The "triple jump" exercise: a structured measure of problem-solving and self-directed learning. Annu Conf Res Med Educ. 1979;18:73-77.
Patricio M, Harden RM. The Bologna Process - a global vision for the future of medical education. Med Teach. 2010;32(4):305-315. DOI: 10.3109/01421591003656123
Patricio M, Harden R, Lilley P. The Bologna Process - from futility to utility. Med Teach. 2010;32(4):281-283. DOI: 10.3109/01421591003653062
Patricio M, de Burbure C, Costa MJ, Schirlo C, ten Cate O. Bologna on Medicine Anno 2012: Experiences of European Medical schools that implemented Bologna two-cycle curriculum - An AMEE-MEDINE2 survey. Med Teach. 2012;34(10):821-832. DOI: 10.3109/0142159X.2012.716181
Pfeilschifter J. The Bologna agreement is not suitable for medical education: a German view. Tijdschr Med Onderwijs. 2010;29(1):37-41. DOI: 10.1007/s12507-010-0007-3
Powers BW, Navathe AS, Jain SH. Medical education's authenticity problem. BMJ. 2014;348:g2651. DOI: 10.11365/bmj.g2651. DOI: 10.1136/bmj.g2651
Schaub-de Jong MA, Cohen-Schotanus J, Dekker H, Verkerk M. The role of peer meetings for professional development in health science education: a qualitative analysis of reflective essays. Adv Health Sci Educ Theory Pract. 2009;14(4):503-513. DOI: 10.1007/s10459-008-9133-3
Sozialdemokratische Partei Deutschlands (SPD); Christlich-Demokratische Union (CDU). Gemeinsam für ein modernes Niedersachsen - für Innovation, Sicherheit und Zusammenhalt. Koalitionsvereinbarung. Hannover: SPD und CDU; 2017. Zugänglich unter/available from: https://ez-der-laender.de/sites/default/files/bundeslaender/dateien/koalitionsvertrag_final_niedersachsen_2017-2022.pdf
Van den Broek S, Ten Cate O, Wijnen-Meijer M, Van Dijk M. Effect of the Bologna Bachelor degree in considerations of medical students to interrupt or terminate their medical training. Med Teach. 2014;36(2):169-174. DOI: 10.3109/0142159X.2013.857012
Wissenschaftsrat. Stellungnahme zur Gründung einer Universitätsmedizin an der Carl von Ossietzky Universität Oldenburg nach dem Konzept einer "European Medical School Oldenburg-Groningen". Drs. 10345-10. Lübeck: Wissenschaftsrat; 2010. Zugänglich unter/available from: http://www.wissenschaftsrat.de/download/archiv/10345-10.pdf
Wissenschaftsrat. Empfehlungen zur Weiterentwicklung des Medizinstudiums in Deutschland auf Grundlage einer Bestandsaufnahme der humanmedizinischen Modellstudiengänge. Drs. 4017-14. Dresden: Wissenschaftsrat; 2014. Zugänglich unter/available from: http://www.wissenschaftsrat.de/download/archiv/4017-14.pdf
Wissenschaftsrat. Neustrukturierung des Medizinstudiums und Änderung der Approbationsordnung für Ärzte: Empfehlungen der Expertenkommission zum Masterplan 2020. Drs. 7271-18, Köln: Wissenschaftsrat; 2018. Zugänglich unter/available from: https://www.wissenschaftsrat.de/download/archiv/7271-18.pdf
World Federation for Medical Education. Basic medical education - WFME global standards for quality improvement. Copenhagen: WFME; 2015. Zugänglich unter/available from: https://wfme.org/standards/bme