全文获取类型
收费全文 | 6848篇 |
免费 | 667篇 |
国内免费 | 124篇 |
专业分类
耳鼻咽喉 | 91篇 |
儿科学 | 30篇 |
妇产科学 | 80篇 |
基础医学 | 1016篇 |
口腔科学 | 249篇 |
临床医学 | 878篇 |
内科学 | 929篇 |
皮肤病学 | 24篇 |
神经病学 | 230篇 |
特种医学 | 661篇 |
外科学 | 828篇 |
综合类 | 737篇 |
一般理论 | 1篇 |
预防医学 | 736篇 |
眼科学 | 58篇 |
药学 | 738篇 |
58篇 | |
中国医学 | 97篇 |
肿瘤学 | 198篇 |
出版年
2024年 | 39篇 |
2023年 | 196篇 |
2022年 | 492篇 |
2021年 | 482篇 |
2020年 | 339篇 |
2019年 | 303篇 |
2018年 | 297篇 |
2017年 | 272篇 |
2016年 | 262篇 |
2015年 | 288篇 |
2014年 | 440篇 |
2013年 | 509篇 |
2012年 | 313篇 |
2011年 | 394篇 |
2010年 | 290篇 |
2009年 | 328篇 |
2008年 | 308篇 |
2007年 | 272篇 |
2006年 | 243篇 |
2005年 | 211篇 |
2004年 | 183篇 |
2003年 | 183篇 |
2002年 | 151篇 |
2001年 | 105篇 |
2000年 | 81篇 |
1999年 | 64篇 |
1998年 | 71篇 |
1997年 | 70篇 |
1996年 | 60篇 |
1995年 | 54篇 |
1994年 | 43篇 |
1993年 | 49篇 |
1992年 | 39篇 |
1991年 | 18篇 |
1990年 | 26篇 |
1989年 | 25篇 |
1988年 | 26篇 |
1987年 | 23篇 |
1986年 | 9篇 |
1985年 | 10篇 |
1984年 | 9篇 |
1983年 | 7篇 |
1982年 | 9篇 |
1981年 | 14篇 |
1979年 | 4篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1974年 | 4篇 |
1973年 | 7篇 |
排序方式: 共有7639条查询结果,搜索用时 15 毫秒
1.
2.
《Surgery (Oxford)》2020,38(10):596-600
Improving Surgical Training is a programme piloting an innovative, evidence-based approach to training. It was developed in response to the Shape of Training report which reviewed postgraduate training and recommended changes in medical education to meet the demands of the modern NHS. A series of initiatives have been developed to enhance the experience for surgical trainees not only to encourage a more focussed and supported method, but also to improve their job satisfaction. The initiatives have combined a greater emphasis on time for training provided by trainers with allocated time for training with multidisciplinary teamworking and the use of technology enhanced learning with simulation of both technical and non-technical skills. The pilot started in 2018 with core training in general surgery and has been expanded to include vascular surgery, urology and trauma and orthopaedics over the last 2 years. Initial feedback from both trainees, trainers and schools of surgery have identified different challenges to aid implementation. The programme is being very carefully evaluated by an independent company as well as careful oversight by the General Medical Council which are paramount to its success. 相似文献
3.
文题释义:股骨头坏死中日友好医院分型的有限元分析:根据李子荣等提出的中日友好医院分型,建立股骨头坏死三维模型,分为 M型(内侧型)、C型(中央型)和 L型(外侧型),其中 L型包括L1型(次外侧型)、L2型(极外侧型)和 L3型(全头型)。通过对建立的模型进行有限元分析,为该分型的保髋治疗提供了一定力学依据,显示外侧柱的存留是精准预防塌陷的重要因素,为进一步实现个体化治疗提供力学基础。
腓骨支撑坏死股骨头保髋手术:是对于早中期股骨头坏死需要保留股骨头患者进行的一种手术方式。首先需对股骨头进行髓芯减压,清除一定坏死骨,空腔填塞松质骨(髂骨为主),打压结实后植入腓骨(异体或自体)支撑,给坏死区的提供力学支撑及生物学修复,预防股骨头进一步坏死及塌陷。
背景:研究报道股骨头坏死的保髋疗效与外侧柱存留密切相关,中日友好医院分型是根据三柱结构确立的,对股骨头塌陷的预测准确性高。
目的:建立股骨头坏死中日友好医院分型各分型仿真的三维有限元模型,通过有限元分析各分型腓骨植入的力学变化,探讨外侧柱存留对保髋疗效的意义,为该分型的塌陷精准预测提供基础。
方法:建立正常股骨头、中日友好医院分型(M型、C型、L1型、L2型、L3型)股骨头坏死及其腓骨植入3组11种三维有限元模型,运用ANSYS软件进行有限元分析计算,观察各组模型的最大应力值、最大位移值及股骨头内部载荷传递模式。
结果与结论:①坏死组位移最大,应变最大,且因坏死分型不同而位移不同,位移变化如下:M型相似文献
4.
5.
6.
7.
The scope of computerized simulation in competency-based maxillofacial training: a systematic review
《International journal of oral and maxillofacial surgery》2022,51(8):1101-1110
Oral and maxillofacial surgery (OMS) teaching is set to undergo a paradigm shift towards competency-based training. With increasing focus on resident skill development and patient safety, computerized simulators are likely to play a more mainstream role in OMS training. A systematic review of the available literature was conducted, in accordance with the PRISMA guidelines, to highlight the scope of computerized simulation in OMS teaching. A PubMed search was performed by two independent reviewers, and 35 articles published in English between 2010 and 2021 that reported the use of computerized simulation for teaching maxillofacial procedures were included in the analysis. Eight articles on minor oral surgery, seven on orthognathic surgery, five on maxillofacial trauma, five on cleft lip and palate surgery, three articles each on nerve block techniques, endoscopic procedures, and reconstructive surgery, and one article on fibre-optic intubation reported the use of computerized simulation that can be applied to OMS training. Ten randomized controlled trials were identified in the search. However there was marked heterogeneity among the studies. Simulator training for skill acquisition mentored by an expert OMS educator could offer holistic resident training; however more studies that test common themes of resident training such as knowledge acquisition and skill development are necessary. 相似文献
8.
9.
Recognizing and managing a deteriorating patient: a randomized controlled trial investigating the effectiveness of clinical simulation in improving clinical performance in undergraduate nursing students
下载免费PDF全文
![点击此处可从《Journal of advanced nursing》网站下载免费的PDF全文](/ch/ext_images/free.gif)
10.
Stuart J. Dilley Tracey J. Weiland Robert O’Brien Neil J. Cunningham Julian E. Van Dijk Rosie M. Mahoney 《Teaching and learning in medicine》2015,27(1):71-79
Theory: Immersive simulation is a common mode of education for medical students. Observation of clinical simulations prior to participation is believed to be beneficial, though this is often a passive process. Active observation may be more beneficial. Hypotheses: The hypothesis tested in this study was that the active use of a simple checklist during observation of an immersive simulation would result in better participant performance in a subsequent scenario compared with passive observation alone. Methods: Medical students were randomized to either passive or active (with checklist) observation of an immersive simulation involving cardiac arrest prior to participating in their own simulation. Performance measures included time to cardiopulmonary resuscitation (CPR) and time to defibrillation and were compared between first and second scenarios as well as between passive and active observers. Results: Seventy-nine simulations involving 232 students were conducted. Mean time to CPR was 18 seconds (SD = 11.6) for those using the checklist and 24 seconds (SD = 15.8) for those who observed passively (M difference = 6 seconds), t(35) = 1.46, p =.153. Time to defibrillation was 94 seconds (SD = 26.4) for those using the checklist and 92 seconds (SD = 23.8) for those who observed passively (M difference = –2 seconds), t(38) =.21, p =.837. Time to CPR was 24 seconds (SD = 15.8) for passive observers and 31 seconds (SD = 21.0; M difference = 7 seconds), t(35) = 1.13, p =.265, for their first scenario counterparts. Time to CPR was 18 seconds (SD = 11.6) for active observers and 36 seconds (SD = 26.2; M difference = 18 seconds), t(24) = 2.81, p =.010, for their first scenario counterparts. Time to defibrillation was 92 seconds (SD = 23.8) for passive observers and 125 seconds (SD = 32.2; M difference = 33 seconds), t(33) = 3.63, p =.001, for their first scenario counterparts. Time to defibrillation was 94 seconds (SD = 26.4) for the active observers and 132 seconds (SD = 52.9; M difference = 38 seconds), t(28) =.46, p =.008, for their first scenario counterparts. Conclusions: Observation alone leads to improved performance in the management of a simulated cardiac arrest. The active use of a simple skills-based checklist during observation did not appear to improve performance over passive observation alone. 相似文献