What do we know about cognitive and motivational effects of small group tutorials in problem-based learning?
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"For most of us Africans, we don't just speak": a qualitative investigation into collaborative heterogeneous PBL group learning.Small group effectiveness in a Caribbean medical school's problem-based learning sessionsA descriptive study of medical educators' views of problem-based learningStudents' and teachers' perceptions of clinical assessment program: A qualitative study in a PBL curriculum.Contextual considerations in implementing problem-based learning approaches in a Brazilian medical curriculum: the UNAERP experience.Evaluation of effectiveness of instruction and study habits in two consecutive clinical semesters of the medical curriculum Munich (MeCuM) reveals the need for more time for self study and higher frequency of assessment.The perceived effects of faculty presence vs. absence on small-group learning and group dynamics: a quasi-experimental study.Do we develop public health leaders?- association between public health competencies and emotional intelligence: a cross-sectional studyEffect of worksheet scaffolds on student learning in problem-based learningProblem-based learning for inter-professional education: evidence from an inter-professional PBL module on palliative care.The development of self-regulated learning during the pre-clinical stage of medical school: a comparison between a lecture-based and a problem-based curriculum.A comparison of classroom and online asynchronous problem-based learning for students undertaking statistics training as part of a Public Health Masters degreeEducational interventions to improve the effectiveness in clinical competence of general practitioners: problem-based versus critical reading-based learning.A Framework for Designing Scaffolds That Improve Motivation and Cognition.Assessment test before the reporting phase of tutorial session in problem-based learning.Group interaction in problem-based learning tutorials: a systematic review.Reflection on studies on the learning process in problem-based learning.Is learning in problem-based learning cumulative?Learning through debate during problem-based learning: an active learning strategy.Theoretical perspectives and applications of group learning in PBL.Understanding the effects of time on collaborative learning processes in problem based learning: a mixed methods study.Student-led objective tutorials in Pharmacology: An interventional study.Meaningful learning: students' perceptions of a new form of case seminar in pathology.Interactive seminars or small group tutorials in preclinical medical education: results of a randomized controlled trial.Psychiatry resident-led tutorials increase medical student knowledge and improve national board of medical examiners shelf exam scores.How do tutors intervene when conflicts on knowledge arise in tutorial groups?Reliability and validity of a Tutorial Group Effectiveness Instrument.Cross-cultural Differences in Mental Health, Quality of Life, Empathy, and Burnout between US and Brazilian Medical Students.Collaborative group work: effects of group size and assignment structure on learning gain, student satisfaction and perceived participation.Learning styles and strategies preferences of Iranian medical students in gross anatomy courses and their correlations with gender.Cumulative versus end-of-course assessment: effects on self-study time and test performance.To what extent do tutor-related behaviours influence student learning in PBL?Dealing with conflicts on knowledge in tutorial groups.Students' engagement with their group in a problem-based learning curriculum.Perspectives on using multimedia scenarios in a PBL medical curriculum.Effects of competitive learning tools on medical students: A case study.Problem-based learning in undergraduate medical education in Saudi Arabia: time has come to reflect on the experience.Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds!Loosely-guided, self-directed learning versus strictly-guided, station-based learning in gross anatomy laboratory sessions.The effect of problem-based learning in nursing education: a meta-analysis.
P2860
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P2860
What do we know about cognitive and motivational effects of small group tutorials in problem-based learning?
description
2006 nî lūn-bûn
@nan
2006年の論文
@ja
2006年論文
@yue
2006年論文
@zh-hant
2006年論文
@zh-hk
2006年論文
@zh-mo
2006年論文
@zh-tw
2006年论文
@wuu
2006年论文
@zh
2006年论文
@zh-cn
name
What do we know about cognitiv ...... als in problem-based learning?
@ast
What do we know about cognitiv ...... als in problem-based learning?
@en
type
label
What do we know about cognitiv ...... als in problem-based learning?
@ast
What do we know about cognitiv ...... als in problem-based learning?
@en
prefLabel
What do we know about cognitiv ...... als in problem-based learning?
@ast
What do we know about cognitiv ...... als in problem-based learning?
@en
P1476
What do we know about cognitiv ...... als in problem-based learning?
@en
P2093
Diana H J M Dolmans
Henk G Schmidt
P2888
P304
P356
10.1007/S10459-006-9012-8
P577
2006-09-05T00:00:00Z