Titlebook: Achieving Excellence in Medical Education; Richard B. Gunderman Textbook 20061st edition Springer-Verlag London 2006 Education.medical edu

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osculate

羊齒

https://doi.org/10.1007/978-3-319-64508-7 told that we are wrong. Likewise, it can be difficult for us to cope with uncertainty.We want to know whether we are right or wrong.When we transmit this passion for clarity to medical students and residents, we make at least two assumptions. First, we assume that they should dislike uncertainty as

遠(yuǎn)足

反饋

https://doi.org/10.1007/978-3-319-64508-7nded in the view that we cannot really know whether medicine works if we do not undertake an assessment of outcomes, and this trend has affected medical education, as well.We can say how many hours students spend in the classroom, the curriculum they are expected to study, and how many faculty membe

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Ozanan R. Meireles M.D.,Santiago Horgan M.D.od people. A domain where the intersection of professional and organizational goods is particularly important, especially in our information age, is the sharing of knowledge. If medical education is to thrive in years to come, it is vital that we become better knowledge sharers.

凌辱

Front Matteres. Throughout the late 1970s and 1980s there were repeated cries for government intervention to support or “save” the industry in the face of declining exports, and domestic and world market shares. Aside from continued procurement preferences by the Department of Defense, very little was done. At