| pubmed-article:16451719 | rdf:type | pubmed:Citation | lld:pubmed |
| pubmed-article:16451719 | lifeskim:mentions | umls-concept:C0038495 | lld:lifeskim |
| pubmed-article:16451719 | lifeskim:mentions | umls-concept:C0031208 | lld:lifeskim |
| pubmed-article:16451719 | lifeskim:mentions | umls-concept:C0558295 | lld:lifeskim |
| pubmed-article:16451719 | lifeskim:mentions | umls-concept:C0205369 | lld:lifeskim |
| pubmed-article:16451719 | lifeskim:mentions | umls-concept:C0009597 | lld:lifeskim |
| pubmed-article:16451719 | lifeskim:mentions | umls-concept:C1524063 | lld:lifeskim |
| pubmed-article:16451719 | pubmed:dateCreated | 2006-3-20 | lld:pubmed |
| pubmed-article:16451719 | pubmed:abstractText | The objective of this study was to test the hypothesis that personality preference, which can be related to learning style, influences individual utilization of CAI applications developed specifically for the undergraduate medical curriculum. | lld:pubmed |
| pubmed-article:16451719 | pubmed:grant | http://linkedlifedata.com/r... | lld:pubmed |
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| pubmed-article:16451719 | pubmed:language | eng | lld:pubmed |
| pubmed-article:16451719 | pubmed:journal | http://linkedlifedata.com/r... | lld:pubmed |
| pubmed-article:16451719 | pubmed:citationSubset | IM | lld:pubmed |
| pubmed-article:16451719 | pubmed:status | MEDLINE | lld:pubmed |
| pubmed-article:16451719 | pubmed:issn | 1472-6920 | lld:pubmed |
| pubmed-article:16451719 | pubmed:author | pubmed-author:McNultyJohn... | lld:pubmed |
| pubmed-article:16451719 | pubmed:author | pubmed-author:EspirituBalta... | lld:pubmed |
| pubmed-article:16451719 | pubmed:author | pubmed-author:HalseyMarthaM | lld:pubmed |
| pubmed-article:16451719 | pubmed:author | pubmed-author:MendezMichell... | lld:pubmed |
| pubmed-article:16451719 | pubmed:issnType | Electronic | lld:pubmed |
| pubmed-article:16451719 | pubmed:volume | 6 | lld:pubmed |
| pubmed-article:16451719 | pubmed:owner | NLM | lld:pubmed |
| pubmed-article:16451719 | pubmed:authorsComplete | Y | lld:pubmed |
| pubmed-article:16451719 | pubmed:pagination | 7 | lld:pubmed |
| pubmed-article:16451719 | pubmed:dateRevised | 2009-11-18 | lld:pubmed |
| pubmed-article:16451719 | pubmed:meshHeading | pubmed-meshheading:16451719... | lld:pubmed |
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| pubmed-article:16451719 | pubmed:meshHeading | pubmed-meshheading:16451719... | lld:pubmed |
| pubmed-article:16451719 | pubmed:meshHeading | pubmed-meshheading:16451719... | lld:pubmed |
| pubmed-article:16451719 | pubmed:meshHeading | pubmed-meshheading:16451719... | lld:pubmed |
| pubmed-article:16451719 | pubmed:meshHeading | pubmed-meshheading:16451719... | lld:pubmed |
| pubmed-article:16451719 | pubmed:year | 2006 | lld:pubmed |
| pubmed-article:16451719 | pubmed:articleTitle | Personality preference influences medical student use of specific computer-aided instruction (CAI). | lld:pubmed |
| pubmed-article:16451719 | pubmed:affiliation | Department of Cell Biology, Neurobiology and Anatomy, Loyola University Stritch School of Medicine, Maywood, IL 60153, USA. jmcnulty@lumc.edu | lld:pubmed |
| pubmed-article:16451719 | pubmed:publicationType | Journal Article | lld:pubmed |
| pubmed-article:16451719 | pubmed:publicationType | Research Support, N.I.H., Extramural | lld:pubmed |
| http://linkedlifedata.com/r... | pubmed:referesTo | pubmed-article:16451719 | lld:pubmed |
