| pubmed-article:14673580 | rdf:type | pubmed:Citation | lld:pubmed |
| pubmed-article:14673580 | lifeskim:mentions | umls-concept:C0038492 | lld:lifeskim |
| pubmed-article:14673580 | lifeskim:mentions | umls-concept:C0039401 | lld:lifeskim |
| pubmed-article:14673580 | lifeskim:mentions | umls-concept:C0027855 | lld:lifeskim |
| pubmed-article:14673580 | lifeskim:mentions | umls-concept:C0184511 | lld:lifeskim |
| pubmed-article:14673580 | lifeskim:mentions | umls-concept:C0376554 | lld:lifeskim |
| pubmed-article:14673580 | lifeskim:mentions | umls-concept:C1518527 | lld:lifeskim |
| pubmed-article:14673580 | lifeskim:mentions | umls-concept:C0444930 | lld:lifeskim |
| pubmed-article:14673580 | lifeskim:mentions | umls-concept:C0439608 | lld:lifeskim |
| pubmed-article:14673580 | pubmed:issue | 12 | lld:pubmed |
| pubmed-article:14673580 | pubmed:dateCreated | 2003-12-15 | lld:pubmed |
| pubmed-article:14673580 | pubmed:abstractText | Elective programs for medical students in the last year of their university training are poorly evaluated. The goal of this study was to determine the gain in theoretical and practical skills in a group of students during their elective in neurology. Students were trained by either conventional teaching methods or applying improved problem-based teaching. | lld:pubmed |
| pubmed-article:14673580 | pubmed:language | eng | lld:pubmed |
| pubmed-article:14673580 | pubmed:journal | http://linkedlifedata.com/r... | lld:pubmed |
| pubmed-article:14673580 | pubmed:citationSubset | IM | lld:pubmed |
| pubmed-article:14673580 | pubmed:status | MEDLINE | lld:pubmed |
| pubmed-article:14673580 | pubmed:month | Dec | lld:pubmed |
| pubmed-article:14673580 | pubmed:issn | 0340-5354 | lld:pubmed |
| pubmed-article:14673580 | pubmed:author | pubmed-author:NeundörferBer... | lld:pubmed |
| pubmed-article:14673580 | pubmed:author | pubmed-author:HeckmannJosef... | lld:pubmed |
| pubmed-article:14673580 | pubmed:author | pubmed-author:LangChristoph... | lld:pubmed |
| pubmed-article:14673580 | pubmed:author | pubmed-author:DütschMatthia... | lld:pubmed |
| pubmed-article:14673580 | pubmed:author | pubmed-author:BlehChristoph... | lld:pubmed |
| pubmed-article:14673580 | pubmed:issnType | Print | lld:pubmed |
| pubmed-article:14673580 | pubmed:volume | 250 | lld:pubmed |
| pubmed-article:14673580 | pubmed:owner | NLM | lld:pubmed |
| pubmed-article:14673580 | pubmed:authorsComplete | Y | lld:pubmed |
| pubmed-article:14673580 | pubmed:pagination | 1464-8 | lld:pubmed |
| pubmed-article:14673580 | pubmed:dateRevised | 2006-11-15 | lld:pubmed |
| pubmed-article:14673580 | pubmed:meshHeading | pubmed-meshheading:14673580... | lld:pubmed |
| pubmed-article:14673580 | pubmed:meshHeading | pubmed-meshheading:14673580... | lld:pubmed |
| pubmed-article:14673580 | pubmed:meshHeading | pubmed-meshheading:14673580... | lld:pubmed |
| pubmed-article:14673580 | pubmed:meshHeading | pubmed-meshheading:14673580... | lld:pubmed |
| pubmed-article:14673580 | pubmed:meshHeading | pubmed-meshheading:14673580... | lld:pubmed |
| pubmed-article:14673580 | pubmed:meshHeading | pubmed-meshheading:14673580... | lld:pubmed |
| pubmed-article:14673580 | pubmed:meshHeading | pubmed-meshheading:14673580... | lld:pubmed |
| pubmed-article:14673580 | pubmed:year | 2003 | lld:pubmed |
| pubmed-article:14673580 | pubmed:articleTitle | Does improved problem-based teaching influence students' knowledge at the end of their neurology elective? An observational study of 40 students. | lld:pubmed |
| pubmed-article:14673580 | pubmed:affiliation | Department of Neurology, University of Erlangen-Nuremberg, Erlangen, Germany. josef.heckmann@neuro.imed.unierlangen.de | lld:pubmed |
| pubmed-article:14673580 | pubmed:publicationType | Journal Article | lld:pubmed |
| pubmed-article:14673580 | pubmed:publicationType | Comparative Study | lld:pubmed |
| http://linkedlifedata.com/r... | pubmed:referesTo | pubmed-article:14673580 | lld:pubmed |
