{"id":100,"date":"2018-07-30T15:10:13","date_gmt":"2018-07-30T13:10:13","guid":{"rendered":"http:\/\/semmelweis.hu\/oktatasmodszertan\/?page_id=100"},"modified":"2024-04-09T14:06:01","modified_gmt":"2024-04-09T12:06:01","slug":"tovabbvezeto-irodalom","status":"publish","type":"page","link":"https:\/\/semmelweis.hu\/oktatasmodszertan\/oktatasi-segedanyagok\/tovabbvezeto-anyagok\/tovabbvezeto-irodalom\/","title":{"rendered":"Tov\u00e1bbvezet\u0151 irodalom"},"content":{"rendered":"<div class=\"fontos_div\">\n<p><a href=\"https:\/\/semmelweis.hu\/oktatasmodszertan\/files\/2018\/07\/Oktat\u00f3k-Oktat\u00e1sa-Tov\u00e1bbvezet\u0151-Irodalom-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Az irodalomjegyz\u00e9k let\u00f6lt\u00e9se pdfben<\/a><\/p>\n<\/div>\n<h2><strong>Aj\u00e1nlott k\u00f6nyvek<br \/>\n<\/strong><\/h2>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-121  alignright\" src=\"https:\/\/semmelweis.hu\/oktatasmodszertan\/files\/2018\/07\/essential-skills-for-a-medical-teacher-1-200x300.jpg\" alt=\"\" width=\"199\" height=\"299\" srcset=\"https:\/\/semmelweis.hu\/oktatasmodszertan\/files\/2018\/07\/essential-skills-for-a-medical-teacher-1-200x300.jpg 200w, https:\/\/semmelweis.hu\/oktatasmodszertan\/files\/2018\/07\/essential-skills-for-a-medical-teacher-1.jpg 353w\" sizes=\"auto, (max-width: 199px) 100vw, 199px\" \/><\/p>\n<p><strong>Harden, Laidlaw:<\/strong> <strong>Essential Skills for a Medical Teachers<\/strong><\/p>\n<p>K\u00f6lcs\u00f6n\u00f6zhet\u0151:<\/p>\n<p><strong><a href=\"https:\/\/semmelweis.hu\/eok\/hu\/kapcsolat\/szolgaltatasok\/konyvtar\/\" target=\"_blank\" rel=\"noopener noreferrer\">EOK K\u00f6nyvt\u00e1r<\/a>,<\/strong> 1094 Budapest, IX. T\u0171zolt\u00f3 u. 37-47.<\/p>\n<p><strong><a href=\"https:\/\/lib.semmelweis.hu\/\" target=\"_blank\" rel=\"noopener noreferrer\">K\u00f6zponti K\u00f6nyvt\u00e1r<\/a>,<\/strong> 1088 Budapest, Miksz\u00e1th K. t\u00e9r 5.<\/p>\n<hr \/>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-122  alignright\" src=\"https:\/\/semmelweis.hu\/oktatasmodszertan\/files\/2018\/07\/apracticalguideformedicalteachers-232x300.jpg\" alt=\"\" width=\"200\" height=\"259\" srcset=\"https:\/\/semmelweis.hu\/oktatasmodszertan\/files\/2018\/07\/apracticalguideformedicalteachers-232x300.jpg 232w, https:\/\/semmelweis.hu\/oktatasmodszertan\/files\/2018\/07\/apracticalguideformedicalteachers-768x993.jpg 768w, https:\/\/semmelweis.hu\/oktatasmodszertan\/files\/2018\/07\/apracticalguideformedicalteachers-792x1024.jpg 792w, https:\/\/semmelweis.hu\/oktatasmodszertan\/files\/2018\/07\/apracticalguideformedicalteachers.jpg 1501w\" sizes=\"auto, (max-width: 200px) 100vw, 200px\" \/><br \/>\n<strong>Dent, Harden: A Practical Guide for Medical Teachers<\/strong><a id=\"vissza\"><\/a><\/p>\n<hr \/>\n<div class=\"keretes w-100\">\n<p><span style=\"font-size: 18pt;\"><strong>T\u00e9m\u00e1k<\/strong><\/span><\/p>\n<ul style=\"list-style-type: square;\">\n<li><a href=\"#orvosegyetem\">A j\u00f3 orvosegyetemi oktat\u00f3<\/a><\/li>\n<li><a href=\"#curriculum\">Curriculum \u00e9s oktat\u00e1si strat\u00e9gi\u00e1k<\/a><\/li>\n<li><a href=\"#kiscsoport\">Kiscsoportos tan\u00edt\u00e1s<\/a><\/li>\n<li><a href=\"#elearning\">E-learning az orvosegyetemi oktat\u00e1sban<\/a><\/li>\n<li><a href=\"#tantermi\">A tantermi el\u0151ad\u00e1s gyakorlata<\/a><\/li>\n<li><a href=\"#utmutato\">Tanul\u00e1si \u00fatmutat\u00f3 seg\u00e9danyagok<\/a><\/li>\n<li><a href=\"#standardok\">Standardok kialak\u00edt\u00e1sa<\/a><\/li>\n<li><a href=\"#ertekeles\">Az \u00e9rt\u00e9kel\u00e9si m\u00f3dszer kiv\u00e1laszt\u00e1sa<\/a><\/li>\n<li><a href=\"#kikerdezes\">\u00cdr\u00e1sbeli kik\u00e9rdez\u00e9s<\/a><\/li>\n<li><a href=\"#portfolio\">A portf\u00f3li\u00f3 mint \u00e9rt\u00e9kel\u00e9si lehet\u0151s\u00e9g<\/a><\/li>\n<li><a href=\"#visszajelzes\">Visszajelz\u00e9s a hallgat\u00f3 fel\u00e9<\/a><\/li>\n<li><a href=\"#garda\">Oktat\u00f3i g\u00e1rda fejleszt\u00e9se<\/a><\/li>\n<li><a href=\"#minoseg\">Min\u0151s\u00e9gbiztos\u00edt\u00e1s<\/a><\/li>\n<li><a href=\"#klinika\">Klinikai, \u00e1gymelletti oktat\u00e1s<\/a><\/li>\n<li><a href=\"#jarobeteg\">Hallgat\u00f3k oktat\u00e1sa a j\u00e1r\u00f3betegell\u00e1t\u00e1sban<\/a><\/li>\n<li><a href=\"#szimulalt\">Szimul\u00e1lt\/standardiz\u00e1lt betegek<\/a><\/li>\n<li><a href=\"#skill\">Skill centrumok\/szimul\u00e1ci\u00f3k<\/a><\/li>\n<\/ul>\n<\/div>\n<h4 id=\"orvosegyetem\"><span style=\"font-size: 18pt;\"><strong>A j\u00f3 orvosegyetemi oktat\u00f3<\/strong><\/span><\/h4>\n<p><strong>R\u00f6videbb id\u0151 alatt \u00e1ttekinthet\u0151 anyagok:<\/strong><\/p>\n<ul style=\"list-style-type: square;\">\n<li><a href=\"http:\/\/njms.rutgers.edu\/education\/office_education\/community_preceptorship\/documents\/TheGoodTeacher.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Harden &amp; Crosby: AMEE Guide No 20: The good teacher is more than a lecturer \u2013 the twelve roles of the teacher. Medical Teacher, 22, 4: 334-347.<\/a><\/li>\n<li><a href=\"https:\/\/warwick.ac.uk\/fac\/sci\/med\/study\/ugr\/mbchb\/societies\/slime\/products\/teaching\/12tips.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Steinert, Y., 1996. Twelve tips for effective small-group teaching in the health professions. Med. Teach. 18, 203-207.<\/a><\/li>\n<li>Gunn, V: Approaches to small group learning and teaching. Learning and teaching Centre, University of Glasgow, 2007.<\/li>\n<li>Rudland, J.R. : Learning in small groups. In: A practical guide for medical teachers. Churchill Livingstone, Elsevier, 2009. pp. 80-85.<\/li>\n<\/ul>\n<p><strong>Hosszabb, \u00f6sszetettebb h\u00e1tt\u00e9ranyagok, szakk\u00f6nyvek:<\/strong><\/p>\n<ul style=\"list-style-type: square;\">\n<li>Hinchliff, S:The Practitioner as Teacher. Elsevier Health Sciences, 2009.<\/li>\n<\/ul>\n<p><a href=\"#vissza\">Vissza a t\u00e9m\u00e1khoz \u2191<\/a><\/p>\n<hr \/>\n<h4 id=\"curriculum\"><span style=\"font-size: 18pt;\"><strong>Curriculum \u00e9s oktat\u00e1si strat\u00e9gi\u00e1k<\/strong><\/span><\/h4>\n<p><strong>R\u00f6videbb id\u0151 alatt \u00e1ttekinthet\u0151 anyagok:<\/strong><\/p>\n<ul style=\"list-style-type: square;\">\n<li><a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC2567554\/pdf\/12163926.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Flexner A., Medical education in the United States and Canada. From the Carnegie Foundation for the Advancement of Teaching, Bulletin Number Four, 1910., Bull World Health Organ. 2002;80(7):594-602.<\/a><\/li>\n<li>Harden, R.M., Crosby, J.R., Davis M.H., 1999. Outcome-Based Education. AMEE Medical Education Guide no. 14 Part 2. An introduction to outcome-based education. Med. Teach. 21, 7-14.<\/li>\n<li>Harden, R.M.\/, 1986. Ten questions to ask when planning a course or curriculum. Med. Educ. 20, 356-365.<\/li>\n<li>Dunn, W.R., Hamilton, D.D., Harden, R.M., 1985.\u00a0<span style=\"color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif;\">Techniques of identifying competencies needed of doctors. M<\/span>ed. Teach. 7, 15-25.<\/li>\n<li>Hafferty,F.W., Castellani, B., 2009. The hidden curriculum. A theory of medical education. In: Brosnan, C., Turner, B.S.(Eds.), Handbook of the Sociology of Medical Education. Routledge, London, pp. 15-35.<\/li>\n<li><a href=\"https:\/\/www.researchgate.net\/publication\/11360237_Shifting_paradigms_From_flexner_to_competencies\" target=\"_blank\" rel=\"noopener noreferrer\">Carraccio, C., Wolfsthal, S.D., Englander, R., et al., 2002.\u00a0<span style=\"color: #333399; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif;\">Shifting paradigms: from Flexner to competencies. Acad.<\/span><span style=\"color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif;\">\u00a0<\/span>Med. 77, 361-367.<\/a><\/li>\n<li><a href=\"http:\/\/quote.ucsd.edu\/lchcautobio\/files\/2015\/10\/R.M.-Harden-Medical-Teacher-1999.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Harden, R.M., Stamper, N., 1999. What is a spiral curriculum? Med. Teach. 21, 141-143.<\/a><\/li>\n<li>Harden, R.M., Sowden, S., Dunn, W.R., 1984. Some educational strategies in curriculum development: the SPICES model. ASME Medical Education Booklet No. 18.Med. Educ. 18, 284-297.<\/li>\n<\/ul>\n<p><strong>Hosszabb, \u00f6sszetettebb h\u00e1tt\u00e9ranyagok, szakk\u00f6nyvek:<\/strong><\/p>\n<ul style=\"list-style-type: square;\">\n<li>Burke, J. (Ed.), 1995. Outcomes, Learning and the Curriculum. Implications for NVQs, GNVQs and other qualifications.The Falmer Press, London.<\/li>\n<li>Spady, W.G., 1994. Outcome-Based Education: Critical Issues and Answers. The American Association of School Administrators, Arlington, Virginia.<\/li>\n<li>The CanMEDS, 2005. Physician Competency Framework. Better Standards. Better Physicians. Better Care.In: Frank, J.R. (Ed.), The Royal College of Physicians and Surgeons of Canada,Ottawa.<\/li>\n<\/ul>\n<p><a href=\"#vissza\">Vissza a t\u00e9m\u00e1khoz \u2191<\/a><\/p>\n<hr \/>\n<h4 id=\"kiscsoport\"><span style=\"font-size: 18pt;\"><strong>Kiscsoportos tan\u00edt\u00e1s<\/strong><\/span><\/h4>\n<p><strong>R\u00f6videbb id\u0151 alatt \u00e1ttekinthet\u0151 anyagok:<\/strong><\/p>\n<p>Crosby J., 1997. Learning in Small Groups. AMEE Guide No. 8., Medical Teacher 19:189-202.<\/p>\n<p><a href=\"https:\/\/www.researchgate.net\/publication\/46008074_Effective_small_group_learning_AMEE_Guide_No_48\" target=\"_blank\" rel=\"noopener noreferrer\">Edmunds, S., Brown, G., 2010. Effective Small Group Learning. AMEE Guide No. 48.AMEE, Dundee.<\/a><\/p>\n<p>Crosby, J.R., Hesketh, E.A. 2004.\u00a0<span style=\"color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif;\">Developing the teaching instinct:11: Small group learning.<\/span><span style=\"color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif;\">\u00a0<\/span>Med. Teach. 26, 16-19.<\/p>\n<p><a href=\"https:\/\/warwick.ac.uk\/fac\/sci\/med\/study\/ugr\/mbchb\/societies\/slime\/products\/teaching\/12tips.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Steinert, Y., 1996. Twelve tips for effective small-group teaching in the health professions. Med. Teach. 18, 203-207.<\/a><\/p>\n<p>Miflin, B., 2004. Small groups and problem-based learning: are we singing from the same hymn sheet? Med. Teach. 26, 444-450.<\/p>\n<p>Gunn, V: Approaches to small group learning and teaching. Learning and teaching Centre, University of Glasgow, 2007.<\/p>\n<p>Rudland, J.R. : Learning in small groups. In: A practical guide for medical teachers. Churchill Livingstone, Elsevier, 2009. pp. 80-85.<\/p>\n<p><strong>Hosszabb, \u00f6sszetettebb h\u00e1tt\u00e9ranyagok, szakk\u00f6nyvek:<\/strong><\/p>\n<p>McCrorie, P., 2010. Teaching and leading small groups. In: Swannwick, T. (Ed.), Understanding Medical Education: Evidence, Theory and Practice. Wiley-Blackwell, Chichester.<\/p>\n<p>Szabo, P., Meier, D., Hankovszky K.: R\u00f6vid \u00e9s tart\u00f3s coaching. Ad Librum, 2010<\/p>\n<p><a href=\"#vissza\">Vissza a t\u00e9m\u00e1khoz<\/a><\/p>\n<p>&nbsp;<\/p>\n<p id=\"elearning\"><span style=\"font-size: 18pt;\"><strong>E-learning az orvosegyetemi oktat\u00e1sban<\/strong><\/span><\/p>\n<p><strong>R\u00f6videbb id\u0151 alatt \u00e1ttekinthet\u0151 anyagok:<\/strong><\/p>\n<p>Cartwright, C.A., Korens,N., Urbach, L.E., 2002. Teaching the teachers: helping faculty in a family practice residency improve their informatics skills. Acad. Med. 77, 385-391.<\/p>\n<p>Dennick, R., Wilkinson, S., Purcell, N., 2009. Online eAssessment.\u00a0 AMEE Guide\u00a0 No. 39. Med. Teach. 31, 192-206.<\/p>\n<p>Ellaway, R., Masters, K., 2008. e-Learning in Medical Education. AMEE Guide No. 32. AMEE, Dundee.<\/p>\n<p>McKendree, J., 2010. E-Learning. In: Swanwick, T. (Ed.), Understanding\u00a0 Medical Education: Evidence, Theory and Practice. Wiley-Blackwell, Chichester, pp. 151-163 (Chapter 11).<\/p>\n<p><a href=\"http:\/\/med.stanford.edu\/smili\/support\/documents\/ImpactofElearninginMedicalEducation_RuizMintzerLeipzig_AcademicMedicine_2006.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Ruiz,J.G., Minytzer , M.J., Leipzig, R.M., 2006. The impact of e-learning in medical education. Acad. Med. 81, 207-212.<\/a><\/p>\n<p><strong>Hosszabb, \u00f6sszetettebb h\u00e1tt\u00e9ranyagok, szakk\u00f6nyvek:<\/strong><\/p>\n<p>Dron, J., 2007. Control and Constraint in E-Learning, Choosing when to Choose. Idea Group Publishing, London. Rowntree, D., 1990. Teaching Through Self-Instuction. Kogan Page Ltd, London.<\/p>\n<p>Sandars, J.E., 2011. M-learning. In:Dent, J., Harden, R.M. (Eds.), A Practical Guide for Medical Teachers. Elsevier, London (Chapter 32).<\/p>\n<p>Clark, R.C., Mayer, R.E., 2007. E-learning and the Science of Instruction \u2013 Proven Guidelines for Consumers and Designers of Multimedia Learning, second ed. Jossey Bass, Chichester.<\/p>\n<p>Littlejohn, A., Pegler, C., 2007. Preparing for Blended E-learning. Routledge, London.<\/p>\n<p>Harden, et al., 2012. Ten steps in planning an e-learning\u00a0 course. AMEE Guide. In press. Med. Teach. 2011. 33 (4), 265-333.<\/p>\n<p><a href=\"#vissza\">Vissza a t\u00e9m\u00e1khoz<\/a><\/p>\n<p>&nbsp;<\/p>\n<p id=\"tantermi\"><span style=\"font-size: 18pt;\"><strong>A tantermi el\u0151ad\u00e1s gyakorlata<\/strong><\/span><\/p>\n<p><strong>R\u00f6videbb id\u0151 alatt \u00e1ttekinthet\u0151 anyagok:<\/strong><\/p>\n<p><a href=\"https:\/\/www.researchgate.net\/publication\/11278429_AMEE_Medical_Education_Guide_No_22_Refreshing_lecturing_A_guide_for_lecturers\" target=\"_blank\" rel=\"noopener noreferrer\">Brown,G.,Manogue, M., 2001. Refreshing lecturing: a guide for lecturers.AMEE Medical Education Guide No. 22. Med. Teach. 23 231-244.<\/a><\/p>\n<p><a href=\"https:\/\/www.semanticscholar.org\/paper\/Death-by-PowerPoint-the-need-for-a-'fidget-index'.-Harden\/7a8a5df02591f9f0afffbf7513518c2873176e16\" target=\"_blank\" rel=\"noopener noreferrer\">Harden, R.M., 2008. Death by PowerPoint \u2013 the need for a `fidget index`. Med. Tech. 30, 833-835.<\/a><\/p>\n<p><a href=\"https:\/\/www.semanticscholar.org\/paper\/Developing-a-peer-assessment-of-lecturing-lessons-Newman-Lown\/e9ed2a5ad165f8a29ef91f22388ed7a286810b48\" target=\"_blank\" rel=\"noopener noreferrer\">Neman, L.R., Lown, B.A., Jones, R.N., et al., 2009.Developing a peer assessment of lecturing instrument: lessons learned. Acad. Med. 84, 1104-1110.<\/a><\/p>\n<p>O`Brien, T.E., Wang, W., Medvedev I., et.al., 2006. Use of a computerized audience response systemin medical student teaching:its effect on exam performance. Med. Teach. 28, 736-738.<\/p>\n<p><a href=\"http:\/\/citeseerx.ist.psu.edu\/viewdoc\/download?doi=10.1.1.560.4237&amp;rep=rep1&amp;type=pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Robertson, L.J., 2000. Twelve tips for using computerised interactive audience response system. Med. Teach. 22, 237-239.<\/a><\/p>\n<p><strong>Hosszabb, \u00f6sszetettebb h\u00e1tt\u00e9ranyagok, szakk\u00f6nyvek:<\/strong><\/p>\n<p>Bigh, D.A., 2000. What`s the use of lectures? Jossey-Bass, San Francisco.<\/p>\n<p><a href=\"#vissza\">Vissza a t\u00e9m\u00e1khoz<\/a><\/p>\n<p>&nbsp;<\/p>\n<p id=\"utmutato\"><span style=\"font-size: 18pt;\"><strong>Tanul\u00e1si \u00fatmutat\u00f3 seg\u00e9danyagok<\/strong><\/span><\/p>\n<p><strong>R\u00f6videbb id\u0151 alatt \u00e1ttekinthet\u0151 anyagok:<\/strong><\/p>\n<p>Harden, R.M., 2009. Independent learning. In: Dent, J.A., Harden, R.M. (Eds.), A Practical Guide for Medical Teachers. Third ed. Elsevier, London, pp. 168-173 (Chapter 21).<\/p>\n<p>Harden, R.M., Laidlaw, J.M., Hesketh, E.A., 1999. Study guides \u2013 their use and preparation. AMEE Medical Education Guide No. 16 Med. Teach. 21, 248-265.<\/p>\n<p><a href=\"https:\/\/www.researchgate.net\/publication\/11019782_Twelve_Tips_for_the_Development_of_Electronic_Study_Guides\" target=\"_blank\" rel=\"noopener noreferrer\">Montemayor, L.L.E., 2002. Twelve tips for the development of electronic study guides. Med. Teach. 24, 473-478.<\/a><\/p>\n<p><strong>Hosszabb, \u00f6sszetettebb h\u00e1tt\u00e9ranyagok, szakk\u00f6nyvek:<\/strong><\/p>\n<p>Blumberg, P., 2009. Developing Learner \u2013 Centred Teaching. A Practical Guide for Faculty. Jossey-Bass, San Francisco.<\/p>\n<p>Laidlaw, J.M., Hesketh, E.A., Harden, R.M., 2009. Study guides. In Dent , J.A., Harden, R.M. (Eds.), A Practical Guide for Medical Teachers. third ed. Elsevier, London (Chapter 27).<\/p>\n<p><a href=\"#vissza\">Vissza a t\u00e9m\u00e1khoz<\/a><\/p>\n<p>&nbsp;<\/p>\n<p id=\"standardok\"><span style=\"font-size: 18pt;\"><strong>Standardok kialak\u00edt\u00e1sa<\/strong><\/span><\/p>\n<p><strong>R\u00f6videbb id\u0151 alatt \u00e1ttekinthet\u0151 anyagok:<\/strong><\/p>\n<p><a href=\"https:\/\/uit.no\/Content\/333596\/4%20AMEE%20Guide18%20Standardsetting.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">M Friedman Ben-David, 2000. AMEE Educational Guide No. 18. Standard setting in Student Assesment.Med. Teach. 22 (2), 120-130.<\/a><\/p>\n<p>Bandaranayake, R.C., 2008. Setting and maintaining standards in multiple choice examinations. AMEE\u00a0 Guide No.37. Med. Teach. 30, 836-845.<\/p>\n<p><a href=\"https:\/\/onlinelibrary.wiley.com\/doi\/full\/10.1046\/j.1365-2923.2003.01429.x\" target=\"_blank\" rel=\"noopener noreferrer\">Kramer A., Muijtjens A., Jansen K. et al., 2003. Comparison of a rational and an empirical standard setting procedure for and OSCE. Objective structured clinical examinations. Medical Education 37:132-139.<\/a><\/p>\n<p><strong>Hosszabb, \u00f6sszetettebb h\u00e1tt\u00e9ranyagok, szakk\u00f6nyvek:<\/strong><\/p>\n<p>Norcini, J., McKinley, D.W., 2010. Standard setting. In: Dent , J.A., Harden, R.M. (Eds.), A Practical Guide for Medical Teachers. Elsevier, London. (Chapter 41).<\/p>\n<p>Berk R.A., 1986. A consumer\u2019s guide to setting performance standards on criterion-referenced tests. Review of Educational Research 56:137-172<\/p>\n<p><a href=\"#vissza\">Vissza a t\u00e9m\u00e1khoz<\/a><\/p>\n<p>&nbsp;<\/p>\n<p id=\"ertekeles\"><span style=\"font-size: 18pt;\"><strong>Az \u00e9rt\u00e9kel\u00e9si m\u00f3dszer kiv\u00e1laszt\u00e1sa<\/strong><\/span><\/p>\n<p><strong>R\u00f6videbb id\u0151 alatt \u00e1ttekinthet\u0151 anyagok:<\/strong><\/p>\n<p><a href=\"https:\/\/www.semanticscholar.org\/paper\/Five-myths-and-the-case-against-a-European-or-Harden\/ed4c31f0aa40db4bcb6284680fe4684c05760950\" target=\"_blank\" rel=\"noopener noreferrer\">Harden, R., 2009. Five myths and the case against a European or national licensing examination. Med. Teach. 31, 217-220.<\/a><\/p>\n<p><a href=\"https:\/\/www.semanticscholar.org\/paper\/Criteria-for-good-assessment%3A-consensus-statement-Norcini-Anderson\/359264b8351cbb5d4ccb992d9a61c87f04988ae0\" target=\"_blank\" rel=\"noopener noreferrer\">Norcini, J., Anderson, B, Bollela, V., 2011. Criteria for good assessment: consensus statement and recommendations from the Ottawa 2010 conference. Med. Teach.33, 206-214.<\/a><\/p>\n<p><a href=\"https:\/\/www.semanticscholar.org\/paper\/Faculty-development-in-assessment%3A-the-missing-link-Holmboe-Ward\/ab8fe9ecf791a75fed42c079ebd7ac58a9436fb0\" target=\"_blank\" rel=\"noopener noreferrer\">Holmboe, E.S., Ward, D.S., Reznick, R.K., et al., 2011. Faculty development in assessment: the missing link in competency-based medical education. Acad. Med. 86, 460-467.<\/a><\/p>\n<p><a href=\"https:\/\/www.semanticscholar.org\/paper\/AMEE-Guide-No.-25%3A-The-assessment-of-learning-for-Shumway-Harden\/d3d6470759adacb52922e477799a1c38afa6a4f6\" target=\"_blank\" rel=\"noopener noreferrer\">Shumway, J.M., Harden, R.M., 2003. AMEE Medical Education Guide No. 25. The assessment of learning outcomes for the competent and reflective physicians. Med. Teach. 25, 569-584.<\/a><\/p>\n<p><a href=\"https:\/\/www.semanticscholar.org\/paper\/Performance-in-assessment%3A-consensus-statement-and-Boursicot-Etheridge\/22edfac1da7a26029a7dc876e4957bdffd756a09\" target=\"_blank\" rel=\"noopener noreferrer\">Boursicot, K., Etheridge, L., Setna Z., et al., 2011. Performance in assessment: consensus statement and recommendations from the Ottawa conference. Med. Teach. 33, 370-383.<\/a><\/p>\n<p>Boursicot, K.A.M., Roberts, T.E., Burdick, W.P., 2010.Structured assessments of clinical competence. In: Swanwick, T. (Eds.) Understanding Medical Education: Evidence, Theory and Practice. Wiley-Blackwell, Chichester, pp. 246-258.<\/p>\n<p><strong>Hosszabb, \u00f6sszetettebb h\u00e1tt\u00e9ranyagok, szakk\u00f6nyvek:<\/strong><\/p>\n<p>Downing, S.M., Yudkowsky, R. (Eds.), 2009. Assessment in Health Professions Education. Routledge, New York.<\/p>\n<p>Gronlund, N.E., Waugh, C.K., 2009. Assessment\u00a0 of Student Achievement, ninth ed. Pearson Education, Upper Saddle River, New Jersey.<\/p>\n<p>Holmboe, E.S., Hawkins, R.E., 2008. Practical Guide to the Evaluation of Clinical Competence. Mosby, St Louis.<\/p>\n<p>Hodges, B.D., Ginsburg, S., Cruiess, R., et al., 2011. Assessment ofr professionalism: recommendations from the Ottawa 2010 conference. Med. Teach. 33, 354-363.<\/p>\n<p><a href=\"#vissza\">Vissza a t\u00e9m\u00e1khoz<\/a><\/p>\n<p>&nbsp;<\/p>\n<p id=\"kikerdezes\"><span style=\"font-size: 18pt;\"><strong>\u00cdr\u00e1sbeli kik\u00e9rdez\u00e9s<\/strong><\/span><\/p>\n<p><strong>R\u00f6videbb id\u0151 alatt \u00e1ttekinthet\u0151 anyagok:<\/strong><\/p>\n<p>Amin, Z., Boulet, J.R., Cook, D.A., et al., 2011. Technology-enabled assessment of health professions education: consensus statement and recommendations from the Ottawa 2010 Conference. Med. Tech. 33, 364-369.<\/p>\n<p>Bandaranayake, R.C., 2008. Setting and maintaining standards in multiple choice examinations. AMEE\u00a0 Guide No.37. Med. Teach. 30, 836-845.<\/p>\n<p><strong>Hosszabb, \u00f6sszetettebb h\u00e1tt\u00e9ranyagok, szakk\u00f6nyvek:<\/strong><\/p>\n<p>Case, S.M., Sawanson,\u00a0 D.B., 2002. Constructing Written Test Questions for the Basic and Clinical Sciences, third ed. 9revised). National Board of Medical Examiners,\u00a0 Philadelphia.<\/p>\n<p>Schuwirth, L.W.T., Van der Vleuten, C.P.M.,\u00a0 2010. Written assessment. In: Cantillon,\u00a0 P., Wood, D., (Eds.), ABC of Learning and Teaching in Medicine. second ed. (Chapter 9). John Wiley and Sons, Chichester.<\/p>\n<p><a href=\"#vissza\">Vissza a t\u00e9m\u00e1khoz<\/a><\/p>\n<p>&nbsp;<\/p>\n<p id=\"portfolio\"><span style=\"font-size: 18pt;\"><strong>A portf\u00f3li\u00f3 mint \u00e9rt\u00e9kel\u00e9si lehet\u0151s\u00e9g<\/strong><\/span><\/p>\n<p><strong>R\u00f6videbb id\u0151 alatt \u00e1ttekinthet\u0151 anyagok:<\/strong><\/p>\n<p>Davis,M.H., Friedman Ben-David, M., Harden, R.M., et al., 2001. Portfolio assessment in medical students` final examinations. Med. Teach.23,357-366.<\/p>\n<p><a href=\"http:\/\/uemspsychiatry.org\/wp-content\/uploads\/2014\/12\/Item-4c-Portf-mixed-success.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Driessen, E., van Tartwijk, J., van der Vleuten, C., Wass, V., 2007. Portfolions in medical education: why do they meet with mixed success? Asystematic review. Med. Educ. 41, 1224-1233.<\/a><\/p>\n<p><a href=\"https:\/\/www.semanticscholar.org\/paper\/Portfolios-as-a-method-of-student-assessment-AMEE\/1d156e43f89c640f07fec9b0195ce153117afe83\" target=\"_blank\" rel=\"noopener noreferrer\">Friedman Ben-Davis, M., Davis, M.H., Harden, R.M., et al.,2001. Portfolios as a Method of Student Assessment. AMEE Medical Education Guide No. 24. AMEE, Dundee.<\/a><\/p>\n<p><a href=\"https:\/\/www.semanticscholar.org\/paper\/Portfolios-for-assessment-and-learning%3A-AMEE-Guide-Tartwijk-Driessen\/25e80f23f29151b4e86ccfcfde70ffc813c9d1ca\" target=\"_blank\" rel=\"noopener noreferrer\">van Tartwijk, J., Driessen, E.W., 2010. Portfolios for Assessment and Learning. AMEE Guide No. 45. AMEE, Dundee.<\/a><\/p>\n<p><strong>Hosszabb, \u00f6sszetettebb h\u00e1tt\u00e9ranyagok, szakk\u00f6nyvek:<\/strong><\/p>\n<p>Buckley, S., Coleman, J., Davison, I., et al., 2009. The Educational Effects of\u00a0 Portfolios on Undergraduate Student Learning: a Best Evidence Medical Education (BEME) systematic review. AMEE, Dundee.<\/p>\n<p>Gronlund, N.E., Waugh, C.K., 2009. Assessment of Student Achievement ,Chapter 11, 9th ed. Pearson, Upper Saddle River, New Jersey.<\/p>\n<p>Tochel, C., Haig, A Hesketh, A., Cafdzow, A., et al., 2009. The effectiveness of portfolios for post-graduate assessment and education. BEME Guide No. 12. Med. Teach. 31, 299-318.<\/p>\n<p><a href=\"#vissza\">Vissza a t\u00e9m\u00e1khoz<\/a><\/p>\n<p>&nbsp;<\/p>\n<p id=\"visszajelzes\"><span style=\"font-size: 18pt;\"><strong>Visszajelz\u00e9s a hallgat\u00f3k fel\u00e9<\/strong><\/span><\/p>\n<p><strong>R\u00f6videbb id\u0151 alatt \u00e1ttekinthet\u0151 anyagok:<\/strong><\/p>\n<p>Hattie, J., Timperley, H., 2007. The power of feedback. Review of Educational Research 77, 81-112.<\/p>\n<p><a href=\"https:\/\/insights.ovid.com\/pubmed?pmid=17255866\" target=\"_blank\" rel=\"noopener noreferrer\">Clay A.S., Que L., Petrusa E.R. et al,2007. Debriefing in the intensive care unit: a feedback tool to facilitate bedside teaching. Critical Care Medicine 35 (3): 738-754.<\/a><\/p>\n<p><a href=\"https:\/\/www.semanticscholar.org\/paper\/Developing-the-teaching-instinct%2C-1%3A-feedback.-Hesketh-Laidlaw\/abb1736e6637b0352ad93b9317b1a90f8b67b696\" target=\"_blank\" rel=\"noopener noreferrer\">Hesketh E.A., Laidlaw J.M., 2002. Developing the reaching instinct: 1.Feedback. Medical Teacher 24 (3): 245-248.<\/a><\/p>\n<p>Perera J., Lee N., Win K. et al., 2008. Formative feedback to students: the mismatch between faculty perceptions and student expectations. Medical Teacher 30:395-399.<\/p>\n<p><strong>Hosszabb, \u00f6sszetettebb h\u00e1tt\u00e9ranyagok, szakk\u00f6nyvek:<\/strong><\/p>\n<p>General Medical Council 2003. Tomorrow\u2019s doctors. Recommendations on undergraduate medical education (2<sup>nd<\/sup> ed) General Medical Council,London<\/p>\n<p><a href=\"#vissza\">Vissza a t\u00e9m\u00e1khoz<\/a><\/p>\n<p>&nbsp;<\/p>\n<p id=\"garda\"><span style=\"font-size: 18pt;\"><strong>Oktat\u00f3i g\u00e1rda fejleszt\u00e9se<\/strong><\/span><\/p>\n<p><strong>R\u00f6videbb id\u0151 alatt \u00e1ttekinthet\u0151 anyagok:<\/strong><\/p>\n<p><a href=\"https:\/\/journals.lww.com\/academicmedicine\/Fulltext\/2003\/02000\/The_Medical_School_s_Faculty_Is_Its_Most_Important.1.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">Whitcomb M., 2003. The medical schools\u2019s faculty is its most important asset. Academic Medicine 78\u00a0 (2): 117-118<\/a><\/p>\n<p><a href=\"https:\/\/journals.lww.com\/academicmedicine\/pages\/articleviewer.aspx?year=1998&amp;issue=04000&amp;article=00011&amp;type=abstract\" target=\"_blank\" rel=\"noopener noreferrer\">Wilkerson L., Irby D., 1998. Strategies for improving teaching practices: a comprehensive approach to faculty development. Academic Medicine 73 (4): 387-396.<\/a><\/p>\n<p><strong>Hosszabb, \u00f6sszetettebb h\u00e1tt\u00e9ranyagok, szakk\u00f6nyvek:<\/strong><\/p>\n<p>Bland C., SchmitzC.,Stritter F et al. 1990. Succesful faculty in academic medicine: essential skills and how to acquire them. Springer-Verlag, New York<\/p>\n<p>McLean, M., Cilliers, F., Van Wyk, J.M.,2008. Faculty development: yesterday, today and tomorrow. AMEE Guide No. 33. Med. Teach 30, 555-584.<\/p>\n<p>Steinert Y., Mann K., Centeno A. et al., 2006. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8 Medical Teacher 28 (6): 497-526.<\/p>\n<p><a href=\"#vissza\">Vissza a t\u00e9m\u00e1khoz<\/a><\/p>\n<p>&nbsp;<\/p>\n<p id=\"minoseg\"><span style=\"font-size: 18pt;\"><strong>Min\u0151s\u00e9gbiztos\u00edt\u00e1s<\/strong><\/span><\/p>\n<p><strong>R\u00f6videbb id\u0151 alatt \u00e1ttekinthet\u0151 anyagok:<\/strong><\/p>\n<p><a href=\"https:\/\/www.semanticscholar.org\/paper\/Measuring-service-quality-in-higher-education-%3A-Abdullah\/9b26ae26f0ca12ada15157f84b2a8367b404d83d\" target=\"_blank\" rel=\"noopener noreferrer\">Abdullah F. Measuring service quality in higher education: HEdPERF versus SERVPERF. Marketing Intelligence &amp; Planning 2006; 24(1): 31-47.<\/a><\/p>\n<p><a href=\"https:\/\/semmelweis.hu\/oktatasmodszertan\/files\/2018\/11\/hetesi_erzsebet___kurtosi_zsofia___a_felsooktatas_kepzesi_teljesitmenyenek_meresi_problemai___szolgaltatasok_vilaga-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Hetesi E, Ku\u0308rt\u00f6si Zs. A fels\u0151oktat\u00e1s k\u00e9pz\u00e9si teljes\u00edtm\u00e9ny\u00e9nek m\u00e9r\u00e9si probl\u00e9m\u00e1i. A szolg\u00e1ltat\u00e1sok vil\u00e1ga. Szeged, JATE Press, 2009; 168-185.<\/a><\/p>\n<p>Dinya L. A versenyhelyzet alakul\u00e1sa a fels\u0151oktat\u00e1sban a Bologna-folyamat nyom\u00e1n.&#8221;Informatika a fels\u0151ktat\u00e1sban &#8211; 2005&#8243; konferencia kiadv\u00e1nya, Debreceni Egyetem, 2005. aug. 24-25., 21-32.<\/p>\n<p><a href=\"http:\/\/www.cicsp.org\/wp-content\/uploads\/2015\/05\/Ghobadian1994.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Ghobadian A, Speller S, Jores M. Service quality: concepts and models. International Journal of Quality an Reliability Management 1994;11(9): 43-66.<\/a><\/p>\n<p><strong>Hosszabb, \u00f6sszetettebb h\u00e1tt\u00e9ranyagok, szakk\u00f6nyvek:<\/strong><\/p>\n<p>World Federation for Medical Education (WFMA): Global standards for quality improvement in Medical Education (European specifications), Denmark, 2007<\/p>\n<p>B\u00e1thory, Falus. Pedag\u00f3giai lexikon I-III. Keraban Kiad\u00f3, 1997<\/p>\n<p>Vicsek L. F\u00f3kuszcsoport, Osiris kiad\u00f3, 2006<\/p>\n<p>Kenesei Zs., Kolos K. Szolga\u0301ltata\u0301s-marketing e\u0301s -menedzsment, Alinea kiado\u0301, 2007<\/p>\n<p>Kotler P, Marketing menedzsment, Mu\u030bszaki tanko\u0308nyvkiado\u0301, 1998<\/p>\n<p><a href=\"#vissza\">Vissza a t\u00e9m\u00e1khoz<\/a><\/p>\n<p>&nbsp;<\/p>\n<p id=\"klinika\"><span style=\"font-size: 18pt;\"><strong>Klinikai, \u00e1gymelletti oktat\u00e1s<\/strong><\/span><\/p>\n<p><strong>R\u00f6videbb id\u0151 alatt \u00e1ttekinthet\u0151 anyagok:<\/strong><\/p>\n<p>Mitchell, H.E., Harden, R.M., Laidlaw, J.M., 1998. Towards effective on-the-job learning: the development of a paediatric training guide.Med. Teach. 20, 91-98.<\/p>\n<p><a href=\"https:\/\/insights.ovid.com\/pubmed?pmid=17255866\" target=\"_blank\" rel=\"noopener noreferrer\">Clay A.S., Que L., Petrusa E.R. et al,2007. Debriefing in the intensive care unit: a feedback tool to facilitate bedside teaching. Critical Care Medicine 35 (3): 738-754.<\/a><\/p>\n<p><a href=\"https:\/\/insights.ovid.com\/pubmed?pmid=11953302\" target=\"_blank\" rel=\"noopener noreferrer\">Dolmans, D.H.J.M., Wolfagen, I.H.A.P., Essed, G.G.M., et al.,2002. The impacts of supervision, patient mix, and numbers of students on the effectiveness of clinical rotations. Acad. Med. 77, 332-335.<\/a><\/p>\n<p><a href=\"https:\/\/www.semanticscholar.org\/paper\/How-can-experience-in-clinical-and-community-to-A-Dornan-Littlewood\/90e7d34b35c46e3fc084aec9b600b847afd9eec6\" target=\"_blank\" rel=\"noopener noreferrer\">Dornan, T., Littlewoods, S., Margolis, S.A., et. al., 2007. How Can Experience in Clinical and Community Settings Contribute to Early Medical Education? A BEME Systematic Review. BEME Guide No. 6. AMEE, Dundee.<\/a><\/p>\n<p><a href=\"https:\/\/www.semanticscholar.org\/paper\/AMEE-Guide-no.-34%3A-Teaching-in-the-clinical-Ramani-Leinster\/1c658f44b189ea3bed38ebf9623ffbd6da2f4452\" target=\"_blank\" rel=\"noopener noreferrer\">Ramani, S., Leinster, S., 2008. Teaching in the clinical environment. AMEE Guide 34. Med. Teach. 30, 347-364.<\/a><\/p>\n<p><a href=\"https:\/\/www.bmj.com\/content\/336\/7640\/384\" target=\"_blank\" rel=\"noopener noreferrer\">Irby, D. M., Wilkerson, L., 2008. Teaching when time is limited. BMJ<\/a><\/p>\n<p><strong>Hosszabb, \u00f6sszetettebb h\u00e1tt\u00e9ranyagok, szakk\u00f6nyvek:<\/strong><\/p>\n<p>Calman, K., 2006. Medical Education: Past, Present and Future. Churchill Livingstone , London.<\/p>\n<p>Hargreaves,D.H., Bowditch, M.G., Griffin, D.R., 1997,a. On-The-Job Training for Surgeons. Royal Society of Medicine Press, London.<\/p>\n<p>Hargreaves, D.H., Southworth, G.W., Stanley, P., Ward, S.J., 1997b. On-The-Job Training for Physicians. Royal Society of Medicine Press, London.<\/p>\n<p>Spencer, J., 2010. Learning and teaching in the clinical environment. In: Cantillon, P., Wood, D. (Eds.), ABC of Learning and Teaching in Medicine, second ed. John Wiley and Sons, Chichester (Chapter 8).<\/p>\n<p><a href=\"#vissza\">Vissza a t\u00e9m\u00e1khoz<\/a><\/p>\n<p>&nbsp;<\/p>\n<p id=\"jarobeteg\"><span style=\"font-size: 18pt;\"><strong>Hallgat\u00f3k oktat\u00e1sa a j\u00e1r\u00f3betegell\u00e1t\u00e1sban<\/strong><\/span><\/p>\n<p><strong>R\u00f6videbb id\u0151 alatt \u00e1ttekinthet\u0151 anyagok:<\/strong><\/p>\n<p>Mitchell, H.E., Harden, R.M., Laidlaw, J.M., 1998. Towards effective on-the-job learning: the development of a paediatric training guide.Med. Teach. 20, 91-98.<\/p>\n<p><a href=\"https:\/\/onlinelibrary.wiley.com\/doi\/full\/10.1111\/j.1365-2929.2005.02224.x\" target=\"_blank\" rel=\"noopener noreferrer\">Swanwick, T., 2005. Informal learning in postgraduate medical education: from cognitivism to `culturism`. Med. Educ. 39, 859-865.<\/a><\/p>\n<p><a href=\"https:\/\/www.semanticscholar.org\/paper\/What-makes-a-good-clinical-teacher-in-medicine%3F-A-Sutkin-Wagner\/c93e4af0f22383a6d48f2f71727440e3d0f64983\" target=\"_blank\" rel=\"noopener noreferrer\">Sutkin, G., Wagner, E., Harris. I.,\u00a0 et al.,\u00a0 2008. What makes a good clinical teacher in medicine? A review of the literature. Acad. Med. 83, 452-466.<\/a><\/p>\n<p><a href=\"https:\/\/www.amjmed.com\/article\/S0002-9343(00)00737-3\/fulltext\" target=\"_blank\" rel=\"noopener noreferrer\">Irby,D.M., Papadakis, M., 2001. Does good clinical teaching really make a difference? Am. J. Med. 110, 231-232.<\/a><\/p>\n<p><strong>Hosszabb, \u00f6sszetettebb h\u00e1tt\u00e9ranyagok, szakk\u00f6nyvek:<\/strong><\/p>\n<p>Calman, K., 2006. Medical Education: Past, Present and Future. Churchill Livingstone , London.<\/p>\n<p>Hargreaves,D.H., Bowditch, M.G., Griffin, D.R., 1997,a. On-The-Job Training for Surgeons. Royal Society of Medicine Press, London.<\/p>\n<p>Hargreaves, D.H., Southworth, G.W., Stanley, P., Ward, S.J., 1997b. On-The-Job Training for Physicians. Royal Society of Medicine Press, London.<\/p>\n<p><a href=\"#vissza\">Vissza a t\u00e9m\u00e1khoz<\/a><\/p>\n<p>&nbsp;<\/p>\n<p id=\"szimulalt\"><span style=\"font-size: 18pt;\"><strong>Szimul\u00e1lt\/standardiz\u00e1lt betegek<\/strong><\/span><\/p>\n<p><strong>R\u00f6videbb id\u0151 alatt \u00e1ttekinthet\u0151 anyagok:<\/strong><\/p>\n<p><a href=\"https:\/\/journals.lww.com\/academicmedicine\/pages\/articleviewer.aspx?year=1993&amp;issue=06000&amp;article=00002&amp;type=abstract\" target=\"_blank\" rel=\"noopener noreferrer\">Barrows, H.S., 1993. An overview of the uses of standardized patients for teaching and evaluating clinical skills. Acad. Med. 68, 443-453.<\/a><\/p>\n<p><a href=\"http:\/\/www.academia.edu\/13785180\/The_use_of_simulated_patients_in_medical_education_AMEE_Guide_No_421\" target=\"_blank\" rel=\"noopener noreferrer\">Cleland, J.A., Abe, K., Rethans, J.J., 2009. The use of simulated patients in medical education. AMEE Guide No. 42 Med. Teach. 31, 477-486.<\/a><\/p>\n<p>Collins, J.P., Harden, R.M., 1998. The use of real patients, simulated patients and simulators in clinical examinations. AMEE Guide No. 13 Med.Teach. 20, 508-521.<\/p>\n<p><strong>Hosszabb, \u00f6sszetettebb h\u00e1tt\u00e9ranyagok, szakk\u00f6nyvek:<\/strong><\/p>\n<p>Tekian, A., McGuire, C.H., McGaghie, W.C., 1999. Innovative Simulations for Assessing Professional Competence: From Paper-and-Pencil to Virtual Reality. University of Illinois at Chicago Department of Medical Education.<\/p>\n<p><a href=\"#vissza\">Vissza a t\u00e9m\u00e1khoz<\/a><\/p>\n<p>&nbsp;<\/p>\n<p id=\"skill\"><span style=\"font-size: 18pt;\"><strong>Skill centrumok\/szimul\u00e1ci\u00f3k<\/strong><\/span><\/p>\n<p><strong>R\u00f6videbb id\u0151 alatt \u00e1ttekinthet\u0151 anyagok:<\/strong><\/p>\n<p><a href=\"https:\/\/www.bemecollaboration.org\/Published+Reviews\/BEME+Guide+No+4\/\" target=\"_blank\" rel=\"noopener noreferrer\">Issenberg, S.B., McGaghie, W.C., Petrusa, E.R., et al., 2005. Features and uses of high-fidelity medical simulations that lead to effective learning. BEME Guide\u00a0 No. 4. Med. Teach. 27, 10-28. Med. Teach. 2009. 31 (8), 683-770.<\/a><\/p>\n<p>Collins, J.P., Harden, R.M., 1998. The use of real patients, simulated patients and simulators in clinical examinations. AMEE Guide No. 13 Med.Teach. 20, 508-521.<\/p>\n<p><a href=\"https:\/\/www.semanticscholar.org\/paper\/Virtual-patient-simulation-at-US-and-Canadian-Huang-Reynolds\/3a4dc32edf3f2357744007869ca6abbc2483906b\" target=\"_blank\" rel=\"noopener noreferrer\">Huang, G., Reynolds, R., Candler, C., 2007. Virtual patient simulation at U.S. and Canadian medical schools. Acad. Med. 82, 446-451.<\/a><\/p>\n<p>Berman, N.B., Fall, L.H., Chessman, A.W., et al., 2011. A collaborative model for developing and maintaining virtual patients for medical education. Med. Teach. 33, 319-324.<\/p>\n<p><strong>Hosszabb, \u00f6sszetettebb h\u00e1tt\u00e9ranyagok, szakk\u00f6nyvek:<\/strong><\/p>\n<p>Tekian, A., McGuire, C.H., McGaghie, W.C., 1999. Innovative Simulations for Assessing Professional Competence: From Paper-and-Pencil to Virtual Reality. University of Illinois at Chicago Department of Medical Education.<\/p>\n<p><a href=\"#vissza\">Vissza a t\u00e9m\u00e1khoz<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Oktat\u00e1sm\u00f3dszertani seg\u00e9danyagok; az Oktat\u00f3k oktat\u00e1sa tanfolyam tov\u00e1bbvezet\u0151 irodalma.<\/p>\n","protected":false},"author":101470,"featured_media":0,"parent":2330,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"categories":[],"tags":[],"class_list":["post-100","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/semmelweis.hu\/oktatasmodszertan\/wp-json\/wp\/v2\/pages\/100","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/semmelweis.hu\/oktatasmodszertan\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/semmelweis.hu\/oktatasmodszertan\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/semmelweis.hu\/oktatasmodszertan\/wp-json\/wp\/v2\/users\/101470"}],"replies":[{"embeddable":true,"href":"https:\/\/semmelweis.hu\/oktatasmodszertan\/wp-json\/wp\/v2\/comments?post=100"}],"version-history":[{"count":10,"href":"https:\/\/semmelweis.hu\/oktatasmodszertan\/wp-json\/wp\/v2\/pages\/100\/revisions"}],"predecessor-version":[{"id":4962,"href":"https:\/\/semmelweis.hu\/oktatasmodszertan\/wp-json\/wp\/v2\/pages\/100\/revisions\/4962"}],"up":[{"embeddable":true,"href":"https:\/\/semmelweis.hu\/oktatasmodszertan\/wp-json\/wp\/v2\/pages\/2330"}],"wp:attachment":[{"href":"https:\/\/semmelweis.hu\/oktatasmodszertan\/wp-json\/wp\/v2\/media?parent=100"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/semmelweis.hu\/oktatasmodszertan\/wp-json\/wp\/v2\/categories?post=100"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/semmelweis.hu\/oktatasmodszertan\/wp-json\/wp\/v2\/tags?post=100"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}