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Medical Teacher Volume 29, 2007 - Issue 2-3
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Web paper

A new approach to bridging content gaps in the clinical curriculum

Michael D. Landry Tulane University School of Medicine, New Orleans, LA, USA
,
Ronald J. Markert Wright State University, Boonshoft School of Medicine, Dayton OHUSACorrespondence[email protected]
, PhD,
Marc J. Kahn Tulane University School of Medicine, New Orleans, LA, USA
,
Cathy J. Lazarus Chicago Medical School at Rosalind Franklin University of Medicine and Science, Chicago, IL, USA
&
N. Kevin Krane Tulane University School of Medicine, New Orleans, LA, USA
Pages e47-e50 | Published online: 03 Jul 2009

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Read on this site (1)

Vinci S. Jones, Andrew J.A. Holland & Wendy Oldmeadow. (2008) Inductive teaching method–an alternate method for small group learning. Medical Teacher 30:8, pages e246-e249.
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Articles from other publishers (2)

Moataz Salaheldin Gasim, Maram Hamza Ibrahim, Waad Abdelmoniem Abushama, Ikhlas Mohamed Hamed & Ibrahim Abdelrhim Ali. (2024) Medical students’ perceptions towards implementing case-based learning in the clinical teaching and clerkship training. BMC Medical Education 24:1.
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Susan F. McLean. (2016) Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature. Journal of Medical Education and Curricular Development 3, pages JMECD.S20377.
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