全文获取类型
收费全文 | 35164篇 |
免费 | 3336篇 |
国内免费 | 897篇 |
专业分类
耳鼻咽喉 | 264篇 |
儿科学 | 356篇 |
妇产科学 | 404篇 |
基础医学 | 1914篇 |
口腔科学 | 1047篇 |
临床医学 | 7046篇 |
内科学 | 2624篇 |
皮肤病学 | 305篇 |
神经病学 | 1349篇 |
特种医学 | 701篇 |
外国民族医学 | 7篇 |
外科学 | 2370篇 |
综合类 | 4918篇 |
现状与发展 | 1篇 |
一般理论 | 1篇 |
预防医学 | 7821篇 |
眼科学 | 199篇 |
药学 | 4464篇 |
263篇 | |
中国医学 | 2423篇 |
肿瘤学 | 920篇 |
出版年
2024年 | 137篇 |
2023年 | 800篇 |
2022年 | 1325篇 |
2021年 | 1769篇 |
2020年 | 2044篇 |
2019年 | 1530篇 |
2018年 | 1380篇 |
2017年 | 1465篇 |
2016年 | 1613篇 |
2015年 | 1467篇 |
2014年 | 2754篇 |
2013年 | 3066篇 |
2012年 | 2503篇 |
2011年 | 2399篇 |
2010年 | 1873篇 |
2009年 | 1712篇 |
2008年 | 1564篇 |
2007年 | 1513篇 |
2006年 | 1269篇 |
2005年 | 1034篇 |
2004年 | 886篇 |
2003年 | 743篇 |
2002年 | 563篇 |
2001年 | 518篇 |
2000年 | 423篇 |
1999年 | 422篇 |
1998年 | 325篇 |
1997年 | 257篇 |
1996年 | 220篇 |
1995年 | 180篇 |
1994年 | 171篇 |
1993年 | 127篇 |
1992年 | 123篇 |
1991年 | 96篇 |
1990年 | 85篇 |
1989年 | 72篇 |
1988年 | 70篇 |
1987年 | 50篇 |
1986年 | 56篇 |
1985年 | 107篇 |
1984年 | 146篇 |
1983年 | 105篇 |
1982年 | 92篇 |
1981年 | 71篇 |
1980年 | 74篇 |
1979年 | 51篇 |
1978年 | 53篇 |
1977年 | 34篇 |
1976年 | 20篇 |
1975年 | 17篇 |
排序方式: 共有10000条查询结果,搜索用时 93 毫秒
81.
学生课堂教学质量评价问题浅析 总被引:1,自引:0,他引:1
综合分析河南中医学院近三年以来学生课堂教学质量评价反馈的信息,认为引发课堂教学评价偏差的人为因素有评价者的能力水平、责任心、情感倾向。其对策为:改变教师的被动地位,进一步修订评价体系,加强对组织评价者的培训,强化临床课的教学,进一步提高学生的认识,跟踪调查课堂教学质量评价。 相似文献
82.
重视药物利用评价研究,开展药物利用评价活动 总被引:1,自引:1,他引:0
药物利用评价是当前医院合理用药的深入发展的重要体现,也是临床药学的重要工作之一。本文论述了药物利用评价的目的、意义、方法和进展,以及药物利用评价在医院药房中的应用,以期引起有关人员的重视。 相似文献
83.
Summary UK health policy requires child and adolescent mental health service providers to demonstrate that their services are effective.
The FOCUS project has been developed to improve the availability and accessibility of research evidence and innovation, to
support purchasers in the effective commissioning of services and to help providers base service provision on evidence of
effectiveness and develop methods of evaluation. 相似文献
84.
A comparison of 121 mature-age and 270 normal-age entrants who graduated from the University of Queensland Medical School between 1972 and 1987 shows that mature-age entrants are some 7 years older, are more likely to come from public (state) schools and less likely to have parents in professional/technical occupations. Otherwise, the two groups were similar in terms of gender, marital status, number of children, ethnic background and current practice location. The educational background of mature-age entrants prior to admission includes 44.6% with degrees in health-science areas and 31.4% with degrees in non-health areas. Reasons for delayed entry of mature-age entrants include late consideration of medicine as a career (34.7%), financial problems (31.4%), dissatisfaction with previous career (30.6%), poor academic results (19.8%), or a combination of the above factors. Motivations to study medicine include family influences (more so in normal-age entrants), altruistic reasons (more so in mature-age entrants) and a variety of personal/social factors such as intellectual satisfaction, prestige and financial security (similar for both groups) and parental expectations (more so in normal-age entrants). Mature-age entrants experienced greater stress throughout the medical course, especially with regard to financial difficulties, loneliness/isolation from the students and family problems (a greater proportion were married with children). While whole-course grades were similar in both groups, normal-age entrants tended to win more undergraduate honours/prizes and postgraduate diplomas/degrees, including specialist qualifications. Practice settings were similar in terms of group private practice, hospital/clinic practice or medical administration, but there was a greater proportion of mature-age entrants in solo private practice, and a smaller proportion in teaching/research. If given the time over, some two-thirds of both groups would choose medicine as a career. Reasons for job satisfaction include helping patients, intellectual stimulation and financial rewards. Reasons for dissatisfaction include pressure of work, red-tape/paperwork, 'doctor-bashing', long working hours, emotional strain, financial pressure, unfulfilled career expectations and irritation with trivial medical complaints. 相似文献
85.
人癌干细胞集落形成测定常用双层琼脂平皿法。新法系采用园形玻璃毛细管法培养!可
以减少细胞用量及药物消耗。管内径为1.3mm,管长9.75cm,内盛15.000有核细胞/50μl,培养7~
14天。50例肿瘤活检标本生长成功率为88%,并可供化疗药物敏感性试验用。这种微量化检测具有
独特的优点,便于推广应用。 相似文献
86.
Andrew R. Hoellein MD Christopher A. Feddock MD Charles H. Griffith III MD MSPH John F. Wilson PhD Donald R. Barnett MD MSPH Pat F. Bass III MD MS T. Shawn Caudill MD MSPH 《Journal of general internal medicine》2004,19(5P2):562-565
Due to recent public debate and newly imposed resident work hour restrictions, we decided to investigate the relationship of resident call status to their ambulatory patients' satisfaction. Resident continuity clinic patients were asked to rate their level of satisfaction on a 10-point Likert-type scale. Using multiple regression approaches, these data were then assessed as a function of resident call status. We found that in 646 patient encounters, patient satisfaction scores were significantly less when the resident was postcall, 8.99 ± 1.8, than when not postcall, 9.31 ± 1.3. We herein discuss etiologies and implications of these findings for both patient care and medical education. 相似文献
87.
88.
Edwin D. Boudreaux PhD Brian L. Cruz MD Brigitte M. Baumann MD 《Academic emergency medicine》2006,13(7):795-802
Objectives: The authors reviewed the evidence on performance improvement methods for increasing emergency department (ED) patient satisfaction to provide evidence-based suggestions for clinical practice.
Methods: Data sources consisted of searches through MEDLINE, CINAHL, PSYCHINFO, Cochrane Library, and Emergency Medicine Abstracts and a manual search of references. Articles were included if they reported a performance improvement intervention targeting patient satisfaction in the ED setting. Articles on studies not conducted in the United States or that failed to provide enough details to allow critical evaluation of the study were excluded. Two authors used structured evaluation criteria to independently review each retained study.
Results: Nineteen articles met all selection criteria. Three studies found varying levels of support for multicomponent interventions, predominantly focused on implementation of clinical practice guidelines for specific presenting complaints and process redesign. Sixteen studies evaluated single-component interventions, with the following having at least one supportive study: using alternating patient assignment to provider teams rather than "zone"-based assignment, enhancing provider communication and customer service skills, incorporating information delivery interventions (e.g., pamphlets, video) that target patient expectations, using preformatted charts, and establishing ED-based observation units for specific conditions such as asthma and chest pain.
Conclusions: There is modest evidence supporting a range of performance improvement interventions for improving ED patient satisfaction. Further work is needed before specific, evidence-based recommendations can be made regarding which process changes are most effective. Recommendations are made for improving the quality of performance improvement efforts in the ED setting. 相似文献
Methods: Data sources consisted of searches through MEDLINE, CINAHL, PSYCHINFO, Cochrane Library, and Emergency Medicine Abstracts and a manual search of references. Articles were included if they reported a performance improvement intervention targeting patient satisfaction in the ED setting. Articles on studies not conducted in the United States or that failed to provide enough details to allow critical evaluation of the study were excluded. Two authors used structured evaluation criteria to independently review each retained study.
Results: Nineteen articles met all selection criteria. Three studies found varying levels of support for multicomponent interventions, predominantly focused on implementation of clinical practice guidelines for specific presenting complaints and process redesign. Sixteen studies evaluated single-component interventions, with the following having at least one supportive study: using alternating patient assignment to provider teams rather than "zone"-based assignment, enhancing provider communication and customer service skills, incorporating information delivery interventions (e.g., pamphlets, video) that target patient expectations, using preformatted charts, and establishing ED-based observation units for specific conditions such as asthma and chest pain.
Conclusions: There is modest evidence supporting a range of performance improvement interventions for improving ED patient satisfaction. Further work is needed before specific, evidence-based recommendations can be made regarding which process changes are most effective. Recommendations are made for improving the quality of performance improvement efforts in the ED setting. 相似文献
89.
P. Croft D. A. White C. M. D. Wiskin T. F. Allan 《European journal of dental education》2005,9(1):2-9
This paper reports student (n = 180) feedback on the role-play teaching methodology used in behavioural sciences teaching at The School of Dentistry in Birmingham (UK). The feedback received on this well-established (since 1995) educational programme was collected via questionnaire (100% response rate), requiring Likert scale and free text responses. Generally students reported that they had enjoyed and valued the session. Over two-thirds (69.7%) of students rated the role-players as 'very real' and over three-quarters (78.9%) rated their feedback as 'very fair'. The data collected from this study will inform future curriculum development. Student feedback was very positive and demonstrated that the cohort (86% of all students studying in years 1, 2 and 3) found the use of professional role-players involved in behavioural sciences teaching to be both acceptable and valuable. 相似文献
90.
Christopher L. Knight MD Henry A. Sakowski MD Bruce L. Houghton MD Mary B. Laya MD MPH Dawn E. DeWitt MD MSc 《Journal of general internal medicine》2004,19(5P2):594-598
The World Wide Web creates new challenges and opportunities for medical educators. Prominent among these are the lack of consistent standards by which to evaluate web-based educational tools. We present the instrument that was used to review web-based innovations in medical education submissions to the 2003 Society of General Internal Medicine (SGIM) national meeting, and discuss the process used by the SGIM web-based clinical curriculum interest group to develop the instrument. The 5 highest-ranked submissions are summarized with commentary from the reviewers. 相似文献