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61.
论网络化时代电视教材的重要性 总被引:7,自引:3,他引:4
郭玉军 《中国医学教育技术》2003,17(2):70-72
针对教学实践中重视计算机辅助教学忽视电视教材的倾向,本文通过对网络时代中电视教材的作用和地位的分析,阐述了加强计算机辅助教学的必要性和加强电视教材制作及应用的重要性以及二者间的关系。 相似文献
62.
关于课堂多媒体教学的思考 总被引:10,自引:1,他引:9
多媒体教学已成为课堂教学的一种常用手段,多媒体教学应从实际需要出发,以提高教学效果为目标;需要教师掌握多种计算机及多媒体知识技能,科学地进行教学设计;教学过程中应发挥多媒体的优势,注重师生交流。对此本文进行了探讨。 相似文献
63.
浅谈多媒体教学中存在的问题及对策 总被引:17,自引:2,他引:15
分析了目前多媒体教学中存在的一些问题,提出了一些提高多媒体教学质量的途径和方法。 相似文献
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Katsuyoshi Hori Maroh Suzuki Shigeru Tanda Sachiko Saito Mika Shinozaki Qiu-Hang Zhang 《Cancer science》1991,82(11):1309-1316
To elucidate the significance of angiotensin II (AID-induced hypertension chemotherapy, changes of tissue blood flow both in normal subcutis and in tumors (AH109A, LY80) were measured with the hydrogen gas clearance method. A newly-developed anesthetic machine was used to keep the animals' condition constant. Tissue blood flow in normal subcutis and tumors always fluctuated with time under normotension. The nature and the rate of fluctuation in tumor Wood flow were almost identical in two different types of tumors. However, the fluctuation of blood flow in tumor and that in normal subcutis were almost always inversely related when blood flows in these different tissues were measured simultaneously, i.e., when tissue blood flow in normal subcutis decreased, tumor blood flow increased, and vice versa. The findings supported the idea that the connection mode between the tumor vascular bed and normal vascular bed is a parallel circuit. Vascular resistance in the normal vascular bed under All-induced hypertension seemed to be greater than that under normotension, because the All-increased tumor blood flow always exceeded the maximum tumor blood flow under normotension. Due to the fluctuations of tumor blood flow, no-flow or low-flow areas, resistant to delivery of anti-cancer drugs, moved sporadically within the tumor under the normotensive condition. However, good conditions for drug delivery to tumor tissue were induced by All-induced hypertension. 相似文献
69.
本文联系医学生物学实验课程和多媒体技术的特点,探讨了多媒体技术在医学生物学实验教学中的应用。指出在基础医学实验教学中教师要利用多媒体技术的优点,结合课件制作和教学中应注意的问题,才能充分发挥多媒体技术在教学中的作用,提高教学质量。 相似文献
70.
Martin V. Pusic MD George S. Pachev PhD Wendy A. MacDonald MD 《Academic emergency medicine》2007,14(2):138-148
Objectives
To explore medical students' use of computer tutorials embedded in a busy clinical setting; to demonstrate that such tutorials can increase knowledge gain over and above that attributable to the clinical rotation itself.
Methods
Six tutorials were installed on a computer placed in a central area in an emergency department. Each tutorial was made up of between 33 and 85 screens of information that include text, graphics, animations, and questions. They were designed to be brief (10 minutes), focused, interactive, and immediately relevant. The authors evaluated the intervention using quantitative research methods, including usage tracking, surveys of faculty and students, and a randomized pretest-posttest study.
Results
Over 46 weeks, 95 medical students used the tutorials 544 times, for an overall average of 1.7 times a day. The median time spent on completed tutorials was 11 minutes (average [SD], 14 [±12] minutes). Seventy-four students completed the randomized study. They completed 65% of the assigned tutorials, resulting in improved examination scores compared with the control (effect size, 0.39; 95% confidence interval = 0.15 to 0.62). Students were positively disposed to the tutorials, ranking them as "valuable." Fifty-four percent preferred the tutorials to small group teaching sessions with a preceptor. The faculty was also positive about the tutorials, although they did not appear to integrate the tutorials directly into their teaching.
Conclusions
Medical students on rotation in a busy clinical setting can and will use appropriately presented computer tutorials. The tutorials are effective in raising examination scores. 相似文献
To explore medical students' use of computer tutorials embedded in a busy clinical setting; to demonstrate that such tutorials can increase knowledge gain over and above that attributable to the clinical rotation itself.
Methods
Six tutorials were installed on a computer placed in a central area in an emergency department. Each tutorial was made up of between 33 and 85 screens of information that include text, graphics, animations, and questions. They were designed to be brief (10 minutes), focused, interactive, and immediately relevant. The authors evaluated the intervention using quantitative research methods, including usage tracking, surveys of faculty and students, and a randomized pretest-posttest study.
Results
Over 46 weeks, 95 medical students used the tutorials 544 times, for an overall average of 1.7 times a day. The median time spent on completed tutorials was 11 minutes (average [SD], 14 [±12] minutes). Seventy-four students completed the randomized study. They completed 65% of the assigned tutorials, resulting in improved examination scores compared with the control (effect size, 0.39; 95% confidence interval = 0.15 to 0.62). Students were positively disposed to the tutorials, ranking them as "valuable." Fifty-four percent preferred the tutorials to small group teaching sessions with a preceptor. The faculty was also positive about the tutorials, although they did not appear to integrate the tutorials directly into their teaching.
Conclusions
Medical students on rotation in a busy clinical setting can and will use appropriately presented computer tutorials. The tutorials are effective in raising examination scores. 相似文献