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Kathleen D Brooks

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Medical Teacher|November 14, 2009
Learning professionalism during the third year of medical school in a 9-month-clinical rotation in rural MinnesotaTherese Zink, Gwen Wagstrom Halaas, Kathleen D Brooks
Medical Teacher|November 1, 2013
Profiles of rural longitudinal integrated clerkship students: a descriptive study of six consecutive student cohorts *Kathleen D Brooks, Diann S Eley, Therese Zink
Academic Medicine : Journal of the Association of American Medical Colleges|June 23, 2012
Management of professional boundaries in rural practiceKathleen D Brooks, Diann S Eley, Rebekah Pratt, et al.
Family Medicine|November 10, 2010
Is there equivalency between students in a longitudinal, rural clerkship and a traditional urban-based program?Therese Zink, David V Power, Deborah Finstad, et al.
The Journal of Rural Health : Official Journal of the American Rural Health Association and the National Rural Health Care Association|November 15, 2008
The rural physician associate program: the value of immersion learning for third-year medical studentsTherese Zink, Gwen W Halaas, Deborah Finstad, et al.
The Journal of Rural Health : Official Journal of the American Rural Health Association and the National Rural Health Care Association|April 3, 2014
Toward a global understanding of students who participate in rural primary care longitudinal integrated clerkships: considering personality across 2 continentsDiann S Eley, Kathleen D Brooks, Therese Zink, et al.
Minnesota Medicine|June 17, 2008
Primary care in Minnesota: an academic health center's perspectiveKathleen D Brooks, Jennifer E Cieslak, Peter M Radcliffe, et al.
Journal of Surgical Education|March 8, 2014
Surgical skills acquisition: performance of students trained in a rural longitudinal integrated clerkship and those from a traditional block clerkship on a standardized examination using simulated patientsKathleen D Brooks, Robert D Acton, Karla Hemesath, et al.
Family Medicine|April 9, 2015
Personality profiles of rural longitudinal integrated clerkship students who choose family medicineDiann S Eley, Kathleen D Brooks, Therese Zink, et al.
Family Medicine|November 10, 2010
Qualitative differences between traditional and rural-longitudinal medical student OSCE performanceTherese Zink, David V Power, Kenneth Olson, et al.
Pageof 1

Showing results (1-10 of 10) with videos related to

Sort By:
Pageof 1
Medical Teacher|November 14, 2009
Learning professionalism during the third year of medical school in a 9-month-clinical rotation in rural MinnesotaTherese Zink, Gwen Wagstrom Halaas, Kathleen D Brooks
Medical Teacher|November 1, 2013
Profiles of rural longitudinal integrated clerkship students: a descriptive study of six consecutive student cohorts *Kathleen D Brooks, Diann S Eley, Therese Zink
Academic Medicine : Journal of the Association of American Medical Colleges|June 23, 2012
Management of professional boundaries in rural practiceKathleen D Brooks, Diann S Eley, Rebekah Pratt, et al.
Family Medicine|November 10, 2010
Is there equivalency between students in a longitudinal, rural clerkship and a traditional urban-based program?Therese Zink, David V Power, Deborah Finstad, et al.
The Journal of Rural Health : Official Journal of the American Rural Health Association and the National Rural Health Care Association|November 15, 2008
The rural physician associate program: the value of immersion learning for third-year medical studentsTherese Zink, Gwen W Halaas, Deborah Finstad, et al.
The Journal of Rural Health : Official Journal of the American Rural Health Association and the National Rural Health Care Association|April 3, 2014
Toward a global understanding of students who participate in rural primary care longitudinal integrated clerkships: considering personality across 2 continentsDiann S Eley, Kathleen D Brooks, Therese Zink, et al.
Minnesota Medicine|June 17, 2008
Primary care in Minnesota: an academic health center's perspectiveKathleen D Brooks, Jennifer E Cieslak, Peter M Radcliffe, et al.
Journal of Surgical Education|March 8, 2014
Surgical skills acquisition: performance of students trained in a rural longitudinal integrated clerkship and those from a traditional block clerkship on a standardized examination using simulated patientsKathleen D Brooks, Robert D Acton, Karla Hemesath, et al.
Family Medicine|April 9, 2015
Personality profiles of rural longitudinal integrated clerkship students who choose family medicineDiann S Eley, Kathleen D Brooks, Therese Zink, et al.
Family Medicine|November 10, 2010
Qualitative differences between traditional and rural-longitudinal medical student OSCE performanceTherese Zink, David V Power, Kenneth Olson, et al.
Pageof 1