標(biāo)題: Titlebook: General Practitioner Education; UK and Nordic Perspe Martin Lawrence (Senior Lecturer in General Practi Book 1992 Springer-Verlag London Li [打印本頁(yè)] 作者: negation 時(shí)間: 2025-3-21 16:11
書目名稱General Practitioner Education影響因子(影響力)
作者: 嚴(yán)厲批評(píng) 時(shí)間: 2025-3-21 21:52 作者: 百科全書 時(shí)間: 2025-3-22 01:41
Book 1992aphy and health service organization, arrangements for General Practice and primary health care, vocational (specialists) training of GPs, and continuing medical education for each of the six countries.作者: 迅速飛過(guò) 時(shí)間: 2025-3-22 06:52 作者: 圓錐體 時(shí)間: 2025-3-22 12:12 作者: botany 時(shí)間: 2025-3-22 15:12 作者: botany 時(shí)間: 2025-3-22 19:54
M. Joseph Sirgy,Rhonda Phillips,D. Rahtz of learning only occurs when the information transmitted is ‘personalized’ by the learner, and so appreciated as relevant to his understanding and his needs. How then can we discover needs? David Metcalfe suggested that learning needs can be expressed as a Venn diagram (below).作者: 必死 時(shí)間: 2025-3-22 21:26
Luis Delfim Santos,Isabel Martinsot assess their needs or develop further educational aims. Each country is, in its way, moving towards formative assessment. In the UK there is ‘What sort of doctor?’ and the development of ‘Fellowship (of the RCGP) by assessment’. The Norwegians describe a centralized project for assessing the valu作者: Tractable 時(shí)間: 2025-3-23 05:09 作者: 冰雹 時(shí)間: 2025-3-23 06:47 作者: ectropion 時(shí)間: 2025-3-23 11:08
Strategies for Continuing Education,The struggle to know how to design continuing medical education is common to all the UK-Nordic countries. In such a large field as general practice the struggle is to know what is important, and how to motivate all doctors to participate.作者: outer-ear 時(shí)間: 2025-3-23 16:40
https://doi.org/10.1007/978-1-4471-1960-9Family Practice; General Practice; Gesundheitswesen/Beruf; Medizinstudium; care; healthcare; medical educa作者: 藐視 時(shí)間: 2025-3-23 20:18
M. Joseph Sirgy,Rhonda Phillips,D. Rahtz of learning only occurs when the information transmitted is ‘personalized’ by the learner, and so appreciated as relevant to his understanding and his needs. How then can we discover needs? David Metcalfe suggested that learning needs can be expressed as a Venn diagram (below).作者: Notorious 時(shí)間: 2025-3-24 00:29
CRAFT-procedure 7: In behandeling gaan,entury. Visiting Dominican and Franciscan friars, some from Britain, started the ’studia generalia’ in the 11th and 12th centuries, from which the universities evolved (Buttimer 1989). The incursions of the Vikings into Britain were perhaps less academic in their purpose, but they left a lasting cultural and genetic legacy.作者: forebear 時(shí)間: 2025-3-24 06:13
Teaching Methods for General Practice, of learning only occurs when the information transmitted is ‘personalized’ by the learner, and so appreciated as relevant to his understanding and his needs. How then can we discover needs? David Metcalfe suggested that learning needs can be expressed as a Venn diagram (below).作者: BILK 時(shí)間: 2025-3-24 09:08 作者: MURKY 時(shí)間: 2025-3-24 12:36 作者: esoteric 時(shí)間: 2025-3-24 15:40 作者: incarcerate 時(shí)間: 2025-3-24 20:23
l Practice was held in June 1990 in London. This text represents papers written by contributors to the workshop and pre-circulated papers which describe health systems and educational realities in six countries: Denmark, Finland, Iceland, Norway, Sweden and the UK. The first part of the books compar作者: Urologist 時(shí)間: 2025-3-25 01:24 作者: BET 時(shí)間: 2025-3-25 05:41 作者: 妨礙 時(shí)間: 2025-3-25 09:54 作者: harbinger 時(shí)間: 2025-3-25 15:23
Strategies for Vocational Training,demic freedom but the demand for accreditation. The issues are well illustrated in comparing the highly developed UK programmes with the systems of vocational training in Scandinavia which are less well supervised but perhaps more effective at addressing doctors’ and patients’ values.作者: Flagging 時(shí)間: 2025-3-25 19:26 作者: Spongy-Bone 時(shí)間: 2025-3-25 22:46 作者: 債務(wù) 時(shí)間: 2025-3-26 02:23 作者: 愛(ài)管閑事 時(shí)間: 2025-3-26 07:05 作者: 言外之意 時(shí)間: 2025-3-26 11:07 作者: irreducible 時(shí)間: 2025-3-26 15:49
Assessment in Action,ot assess their needs or develop further educational aims. Each country is, in its way, moving towards formative assessment. In the UK there is ‘What sort of doctor?’ and the development of ‘Fellowship (of the RCGP) by assessment’. The Norwegians describe a centralized project for assessing the valu作者: BLANC 時(shí)間: 2025-3-26 18:33
Learning from Each Other,entury. Visiting Dominican and Franciscan friars, some from Britain, started the ’studia generalia’ in the 11th and 12th centuries, from which the universities evolved (Buttimer 1989). The incursions of the Vikings into Britain were perhaps less academic in their purpose, but they left a lasting cul作者: CAMP 時(shí)間: 2025-3-27 00:50
Familie.Der ganze Diskurs und die aktuellste Forschung.Mit B.Das Handbuch Familie repr?sentiert den theoretischen und empirischen Stand der Familienforschung aus konsequent interdisziplin?rer Sicht. Mit dem Schwerpunkt auf die Themen Bildung und Erziehung?und dem Bereich, der Familienarbeit in sozia作者: 鈍劍 時(shí)間: 2025-3-27 03:20
https://doi.org/10.1007/3-540-28984-4ator. The aim of the empirical research was:.This paper uses methods of statistical description. In effect of the conducted research, it was shown that the development of road transport enterprises is more intense in economically weaker regions.作者: tenosynovitis 時(shí)間: 2025-3-27 05:41 作者: 自制 時(shí)間: 2025-3-27 11:46
Book 2017of evaluation, should be re-established on the basis of molecular evidence, and used to promote Personalized Justice.. .Taken together, the book’s conclusions and future perspectives outline a vision of transdisciplinary innovation and future evidence in the framework of personalized justice..作者: 呼吸 時(shí)間: 2025-3-27 14:20 作者: SEVER 時(shí)間: 2025-3-27 18:50 作者: BAN 時(shí)間: 2025-3-28 00:39 作者: insightful 時(shí)間: 2025-3-28 04:46 作者: compel 時(shí)間: 2025-3-28 08:24 作者: 茁壯成長(zhǎng) 時(shí)間: 2025-3-28 13:28
