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Titlebook: Character Building and Competence Development in Medical and Health Professions Education; The First Biennial I Mora Claramita,Diantha Soem

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61#
發(fā)表于 2025-4-1 02:57:53 | 只看該作者
62#
發(fā)表于 2025-4-1 06:31:49 | 只看該作者
Google Maps and the Traveling Salesman,elopment. Characteristics from existing VP simulations were included in the design process combined with the Four Core Competencies for Interprofessional Collaborative Practice. In this study, we present two design principles associated with VP in IPE: (1) general user interface recommendations; and
63#
發(fā)表于 2025-4-1 10:17:07 | 只看該作者
Mashing Twitter with the Google Translator,using the Spearman correlation test. The results showed that the correlation coefficient (r)?=?0.298 and the significance value .?=?0.011 (.?
64#
發(fā)表于 2025-4-1 16:21:49 | 只看該作者
Google Maps and the Traveling Salesman,5% female, and the doctor profession as the highest proportion. They generally have a positive perception of IPE, with an overall mean score of 66.07 (SD?=?4.97). Furthermore, there was no significant difference between the compared mean scores included in each subscale except between male and femal
65#
發(fā)表于 2025-4-1 18:32:38 | 只看該作者
Google Maps and the Traveling Salesman,interviews by the facilitator. The results were analyzed using content analysis. The feedback delivery in OMP training still focused on the preceptors instead of the learners. The preceptors tended to correct the mistakes and give explanations to the learners. The flexible training format could acco
66#
發(fā)表于 2025-4-2 00:11:27 | 只看該作者
Advancing Programmatic Assessment Using e-Portfolio for Undergraduate Medical Education: A Nationalan e-portfolio design using the Stanford five-step design thinking approach. Best practices in developing and utilizing e-portfolios were reviewed by the research team based on several theoretical frameworks. The Stanford five-step design thinking includes empathize, define, ideate, prototype, and t
67#
發(fā)表于 2025-4-2 05:26:15 | 只看該作者
68#
發(fā)表于 2025-4-2 08:20:05 | 只看該作者
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