Development of a Case-Based Learning Framework for Medical Education: A Scoping Review [0.03%]
基于案例的学习在医学教育中框架的发展：系统评价
Skye Nandi Adams,Kelly Ann Kater,Arshima Khan et al.
Skye Nandi Adams et al.
Case-based learning (CBL) is widely used educational strategy in medical education for assessing students' knowledge and clinical skills. Despite its benefits, there is an ongoing debate regarding best practices for developing cases. This s...
Piloting an Asynchronous Dermatology Clerkship Curriculum to Bridge Student-identified Gaps [0.03%]
用于填补学生发现的学习缺口的异步皮肤病学临床课程教学实践
Sabrina M Saeed,Lenique Huggins,Madisen A Swallow et al.
Sabrina M Saeed et al.
Despite being a leading cause of healthcare visits, dermatology remains underemphasized in medical education. A needs assessment revealed significant dissatisfaction with dermatology training among our institution's medical students, prompt...
Design of Learner-Created Electronic Flashcards in Undergraduate Medical Education: Implications for Knowledge and Skill Development [0.03%]
医学院本科生教育中设计学生创建的电子词汇卡：对知识和技能发展的启示
Asavari Rajpurkar,Philip D Barrison,Kirsten Fiestan et al.
Asavari Rajpurkar et al.
EFs are an increasingly popular active learning tool among medical learners. Many learners use EFs created by other learners-the content and quality of which may go unchecked by experts and educators. Of central concern is whether learner-c...
Medical Students' Reflections on Cultural Uncertainty During an International Global Health Program: A Qualitative Study [0.03%]
医学生国际全球健康项目中的文化不确定性反思：一项定性研究
Theodore Joseph Miller th,Julia Faust,William Hennrikus et al.
Theodore Joseph Miller th et al.
Background: More than 40% of United States medical schools offer global health curricula designed to enhance students' cultural awareness by exposing them to diverse populations, health inequities, and situations of syste...
Response to "Peer-assisted Learning Improves Confidence and Educational Outcomes: Evidence from a Randomised Control Trial" [0.03%]
对“同伴辅助学习改善信心和教育成果：来自随机对照试验的证据”的回应
Shammah Fatimah Khadaroo
Shammah Fatimah Khadaroo
Cognitive Load in Virtual Reality Anatomy Education: Comparing 2D and 3D Learning Experiences [0.03%]
虚拟现实解剖教育中的认知负荷：二维和三维学习体验的比较
Brandon Lowry,Samantha McGrath,Chad Eitel et al.
Brandon Lowry et al.
With virtual reality (VR) becoming increasingly integrated into educational settings, it remains crucial to understand how different formats of educational content impact cognitive processing. This study examined the impact of 2D versus 3D ...
EquityRx Tank: A Shark Tank-Inspired, Game-Based Workshop to Build Persuasive Communication and Collaboration Skills in Health Professions Education [0.03%]
基于《创智赢家》的股权医药工作坊：在健康专业教育中培养有说服力的沟通与协作技能的游戏式工作坊
Kristina Kaljo,Abbey Kruper
Kristina Kaljo
Health professions education often prioritizes content mastery over essential competencies such as communication, advocacy, and interprofessional collaboration. EquityRx Tank, a Shark Tank-inspired, game-based workshop, was developed to fos...
A Longitudinal and Temporal Trends Analysis of Specialty Competitiveness in the Canadian Resident Matching Service (CaRMS) [0.03%]
加拿大专科医生匹配服务(CaRMS)的纵向和时间趋势竞争力分析
Charles C X Yuan,Mihir Gokal
Charles C X Yuan
Each year, the Canadian Resident Matching Service (CaRMS) is used by medical students to apply for residency. We conducted a longitudinal analysis of the past eight years (2018-2025) of CaRMS disciplines (specialties) through "positions" to...
Nothing to Write Home About? A Scoping Review of Letters of Recommendation in the Match [0.03%]
无足挂齿吗？关于住院医师匹配计划中推荐信的文献回顾性研究
Paul Beinhoff,Chad Carlson
Paul Beinhoff
Background: The utility of Letters of Recommendation (LORs) in The Match has been questioned in recent years. Although programs across specialties have generally favored LORs, their use and value remains unclear. ...
Flipping the Culture, not just the Classroom: Leadership Lessons from a Residency Curriculum Redesign [0.03%]
转变文化，而不仅仅是课堂：来自住院医师课程 redesign 的领导力启示
Kathryn M Burtson,Ronald Markert,Luke McCoy
Kathryn M Burtson
This commentary highlights the transformative journey of implementing a flipped, problem-based learning curriculum within an internal medicine residency program. Initially met with resistance from both faculty and residents accustomed to tr...