LEADER 01675nam a2200373 i 4500 001 991003520649707536 005 20021217151835.0 008 961025s1981 us a b 101 0 eng 020 $a0879691395 035 $ab1182430x-39ule_inst 035 $aLE00302296$9ExL 040 $aDip.to Biologia$beng 082 0 $a579.562$222 245 04$aThe Molecular biology of the yeast saccharomyces /$cedited by Jeffrey N. Strathern, Elizabeth W. Jones, James R. Broach 260 $aCold Spring Harbor, N.Y. :$bCold Spring Harbor Laboratory Press,$c1981-1982 300 $a2 v. :$bill. ;$c24 cm 490 0 $aCold Spring Harbor monograph series,$x0270-1847 ;$v11A 490 0 $aCold Spring Harbor monograph series,$x0270-1847 ;$v11B 504 $aIncludes bibliographies and indexes 505 0 $gVol.1:$tLife cycle and inheritance. - 1981. - ix, 751 p. 505 0 $gVol.2:$tMetabolism and gene expression. - 1982. - ix, 679 p. 505 0 $gAppendix:$tGenetic map of Saccharomyces cerevisiae. - 1985. - 25 p. 650 0$aMolecular biology 650 0$aSaccharomyces 700 1 $aStrathern, Jeffrey N. 700 1 $aJones, Elizabeth W. 700 1 $aBroach, James R. 907 $a.b1182430x$b27-04-17$c18-12-02 912 $a991003520649707536 945 $aLE003 579.5 STR01.01 V.I (1981)$cV.1$g1$i2003000033335$lle003$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i12074743$z18-12-02 945 $aLE003 579.5 STR01.01 V.II (1982)$cV.2$g1$i2003000033342$lle003$o-$pE0.00$q-$rl$s- $t0$u1$v0$w1$x0$y.i12074755$z18-12-02 996 $aMolecular biology of the yeast saccharomyces$9898507 997 $aUNISALENTO 998 $ale003$b01-01-96$cm$da $e-$feng$gus $h4$i1 LEADER 04281nam 22006495 450 001 9910300206603321 005 20200705150334.0 010 $a3-319-06850-4 024 7 $a10.1007/978-3-319-06850-3 035 $a(CKB)3710000000262091 035 $a(EBL)1965149 035 $a(OCoLC)894046109 035 $a(SSID)ssj0001372812 035 $a(PQKBManifestationID)11895573 035 $a(PQKBTitleCode)TC0001372812 035 $a(PQKBWorkID)11305676 035 $a(PQKB)10207538 035 $a(DE-He213)978-3-319-06850-3 035 $a(MiAaPQ)EBC1965149 035 $a(PPN)18209250X 035 $a(EXLCZ)993710000000262091 100 $a20141018d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTeaching and Learning Methods in Medicine /$fby Shabih Zaidi, Mona Nasir 205 $a1st ed. 2015. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2015. 215 $a1 online resource (343 p.) 300 $aDescription based upon print version of record. 311 $a3-319-06849-0 320 $aIncludes bibliographical references and index. 327 $aIntroduction -- Evolution of medical education over millennia -- Medical education in twentieth century -- Theories and principles of learning :Pedagogy and Andragogy -- The triangle of medical education -- Curriculum development -- Instructional strategies -- Assessment and evaluation -- Research methodology -- Medical writing -- Evidence Based Medicine -- Communication skills -- Medical ethics, etc -- Case study and a model of COME ( Community Oriented Medical Education) -- Some other models eg. MLEs and curricula in the Caribbean medical schools -- Medical education at American University of Barbados -- Some other models to view -- Epilogue. 330 $aThis book considers the evolution of medical education over the centuries, presents various theories and principles of learning, and discusses different forms of medical curriculum and the strategies employed to develop them, citing examples from medical schools in developed and developing nations. Instructional methodologies and tools for assessment and evaluation are discussed at length and additional elements of modern medical teaching, such as writing skills, communication skills, evidence-based medicine, medical ethics, skill labs, and webinars, are fully considered. In discussing these topics, the authors draw upon the personal experience that they have gained in learning, teaching, and disseminating knowledge in many parts of the world over the past four decades. Medical education is an ancient philosophy originally taught through a process of apprenticeship and long association between tutor and pupil. Since the introduction of problem-based learning in the 1950s, the scientifically based traditional curriculum developed in the early twentieth century has met with fierce opposition. These conflicting andragogical and pedagogical perspectives, and the cognitive, affective, and psychomotor domains of learning, are explained and discussed in this book, which will be of interest for medical students, doctors, teachers, nurses, paramedics, and health and education planners. 606 $aMedicine 606 $aMedical education 606 $aMedicine?History 606 $aMedicine/Public Health, general$3https://scigraph.springernature.com/ontologies/product-market-codes/H00007 606 $aMedical Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O26000 606 $aHistory of Medicine$3https://scigraph.springernature.com/ontologies/product-market-codes/H64000 615 0$aMedicine. 615 0$aMedical education. 615 0$aMedicine?History. 615 14$aMedicine/Public Health, general. 615 24$aMedical Education. 615 24$aHistory of Medicine. 676 $a610 676 $a610.71 676 $a616009 700 $aZaidi$b Shabih$4aut$4http://id.loc.gov/vocabulary/relators/aut$01059809 702 $aNasir$b Mona$4aut$4http://id.loc.gov/vocabulary/relators/aut 906 $aBOOK 912 $a9910300206603321 996 $aTeaching and Learning Methods in Medicine$92508271 997 $aUNINA