about
Differential impact of student behaviours on group interaction and collaborative learning: medical students' and tutors' perspectivesProblem-based learning and larger student groups: mutually exclusive or compatible concepts - a pilot study.Medication safety: using incident data analysis and clinical focus groups to inform educational needs.Teachers' perceptions of aspects affecting seminar learning: a qualitative studyThe perceived effects of faculty presence vs. absence on small-group learning and group dynamics: a quasi-experimental study.A qualitative assessment of faculty perspectives of small group teaching experience in IraqInvestigating teaching performance in seminars; a questionnaire study with a multi-level approachBrazilian medical students' perceptions of expert versus non-expert facilitators in a (non) problem-based learning environment.Challenging students to formulate written questions: a randomized controlled trial to assess learning effects.The validity and reliability of a problem-based learning implementation questionnairePeer-instructed seminar attendance is associated with improved preparation, deeper learning and higher exam scores: a survey studyShort-term effects of problem-based learning curriculum on students' self-directed skills developmentVoluntary attendance of small-group brainstorming tutoring courses intensify new clerk's "excellence in clinical care": a pilot studyBridging the gap in 1(st) year dental material curriculum: A 3 year randomized cross over trial.A qualitative assessment of the small group teaching at hawler college of medicine.Student evaluation of problem-based learning in a dental orthodontic curriculum--a pilot studyAs technology and generations in medical education change, what remains is the intersection between educator, learners, assessment and context.Basic steps in establishing effective small group teaching sessions in medical schools.Meaningful learning: students' perceptions of a new form of case seminar in pathology.Student perceptions about the characteristics of an effective discussion during the reporting phase in problem-based learning.Integrated teaching program using case-based learningStudents' educational needs for clinical reasoning in first clerkshipsLecturing skills as predictors of tutoring skills in a problem-based medical curriculum.Top five flashpoints in the assessment of teaching effectiveness.Strategies for sustaining quality in PBL facilitation for large student cohorts.Students' perceptions of aspects affecting seminar learning.What makes a 'good group'? Exploring the characteristics and performance of undergraduate student groups.Evaluation of student and faculty perceptions of the PBL curriculum at two dental schools from a student perspective: a cross-sectional survey.Collaborative group work: effects of group size and assignment structure on learning gain, student satisfaction and perceived participation.Facilitating small groups: how to encourage student learning.Challenges in Translation: Lessons from Using Business Pedagogy to Teach Leadership in Undergraduate Medicine.Factors inhibiting assessment of students' professional behaviour in the tutorial group during problem-based learning.Structured learning in paediatric vascular access: effects on clinical practice.Introduction of student-led physiology tutorial classes to a traditional curriculum.International fieldwork placements and occupational therapy: lived experiences of the major stakeholders.Effective small group learning: AMEE Guide No. 48.Use of an adapted problem-based learning approach to aid the development of clinical audit skills in a palliative care setting.Interactive large-group teaching in a dermatology course.Improving PBLs in the International Medical University: defining the 'good' PBL facilitator.Teaching styles of tutors in a problem-based curriculum: students' and tutors' perception.
P2860
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P2860
description
2004 nî lūn-bûn
@nan
2004年の論文
@ja
2004年論文
@yue
2004年論文
@zh-hant
2004年論文
@zh-hk
2004年論文
@zh-mo
2004年論文
@zh-tw
2004年论文
@wuu
2004年论文
@zh
2004年论文
@zh-cn
name
Student perceptions of effective small group teaching.
@en
type
label
Student perceptions of effective small group teaching.
@en
prefLabel
Student perceptions of effective small group teaching.
@en
P1433
P1476
Student perceptions of effective small group teaching.
@en
P2093
Yvonne Steinert
P304
P356
10.1046/J.1365-2923.2004.01772.X
P577
2004-03-01T00:00:00Z