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How much GK is in the NKLM? A comparison between the catalogues of exam-relevant topics (GK) and the German National Competence-based Learning Objectives Catalogue for Undergraduate Medical Education (NKLM).
Fritze O, Griewatz J, Narciß E, Shiozawa T, Wosnik A, Zipfel S, Lammerding-Koeppel M. Fritze O, et al. Among authors: narciss e. GMS J Med Educ. 2017 Feb 15;34(1):Doc9. doi: 10.3205/zma001086. eCollection 2017. GMS J Med Educ. 2017. PMID: 28293676 Free PMC article.
Twelve tips for successfully implementing logbooks in clinical training.
Schüttpelz-Brauns K, Narciss E, Schneyinck C, Böhme K, Brüstle P, Mau-Holzmann U, Lammerding-Koeppel M, Obertacke U. Schüttpelz-Brauns K, et al. Among authors: narciss e. Med Teach. 2016 Jun;38(6):564-9. doi: 10.3109/0142159X.2015.1132830. Epub 2016 Feb 3. Med Teach. 2016. PMID: 26841068 Free PMC article.
Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part II: Key factors for motivating the faculty during the process.
Lammerding-Koeppel M, Giesler M, Gornostayeva M, Narciss E, Wosnik A, Zipfel S, Griewatz J, Fritze O. Lammerding-Koeppel M, et al. Among authors: narciss e. GMS J Med Educ. 2017 Feb 15;34(1):Doc6. doi: 10.3205/zma001083. eCollection 2017. GMS J Med Educ. 2017. PMID: 28293673 Free PMC article.
Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part I: Conducive resources and structures.
Lammerding-Koeppel M, Giesler M, Gornostayeva M, Narciss E, Wosnik A, Zipfel S, Griewatz J, Fritze O. Lammerding-Koeppel M, et al. Among authors: narciss e. GMS J Med Educ. 2017 Feb 15;34(1):Doc7. doi: 10.3205/zma001084. eCollection 2017. GMS J Med Educ. 2017. PMID: 28293674 Free PMC article.
20 results