What makes a tutor effective? A structural-equations modeling approach to learning in problem-based curricula.
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Roles and responsibilities of the problem based learning tutor in the undergraduate medical curriculumWhat can we learn from facilitator and student perceptions of facilitation skills and roles in the first year of a problem-based learning curriculum?Facilitators' influence on student PBL small group session online information resource use: a surveyTutoring in problem-based learning medical curricula: the influence of tutor background and style on effectivenessHow effective the problem-based learning (PBL) in dental education. A critical reviewWest Yorkshire Mentor Scheme: teaching and development.Holding on to the philosophy and keeping the faith.Twelve tips for effective lecturing in a PBL curriculum.Undergraduate research in medical education: a descriptive study of students' views.A prospective randomized trial of content expertise versus process expertise in small group teaching.Effectiveness of problem-based learning curricula: theory, practice and paper darts.The process of problem-based learning: what works and why."Peer-assisted learning" (PAL) in the Skills-Lab--an inventory at the medical faculties of the Federal Republic of GermanyEffects of tutor-related behaviours on the process of problem-based learningAre tutor behaviors in problem-based learning stable?: a generalizability study of social congruence, expertise and cognitive congruence.Brazilian medical students' perceptions of expert versus non-expert facilitators in a (non) problem-based learning environment.Voluntary peer-led exam preparation course for international first year students: Tutees' perceptions.Developing an integrated framework of problem-based learning and coaching psychology for medical education: a participatory research.How motivation affects academic performance: a structural equation modelling analysis.Peer-led Stress Prevention Seminars in the First Year of Medical School--A Project ReportMedical students-as-teachers: a systematic review of peer-assisted teaching during medical schoolEvaluation of the peer teaching program at the University Children´s Hospital Essen - a single center experience.Difficult conversations: teaching medical oncology trainees communication skills one hour at a time.From PBL tutoring to PBL coaching in undergraduate medical education: an interpretative phenomenological analysis study.An Interactive Session on Nutritional Pathologies for Health Professional StudentsPractical Clinical Training in Skills Labs: Theory and Practice.Perceptions of junior doctors and undergraduate medical students as anatomy teachers: Investigating distance along the near-peer teaching spectrum.How does peer teaching compare to faculty teaching? A systematic review and meta-analysis (.).Twelve tips for implementation of "student-as-teacher" programs.Student teaching: views of student near-peer teachers and learners.Communication skills knowledge, understanding and OSCE performance in medical trainees: a multivariate prospective study using structural equation modelling.Near peer teaching in medical curricula: integrating student teachers in pathology tutorialsLecturing skills as predictors of tutoring skills in a problem-based medical curriculum.Investigating the effect of distance between the teacher and learner on the student perception of a neuroanatomical near-peer teaching programmeGood teacher, good tutor.The effect of directive tutor guidance on students' conceptual understanding of statistics in problem-based learning.Developing a peer-mentor program for medical students.How do tutors intervene when conflicts on knowledge arise in tutorial groups?Experiencing the role of PBL tutor.Perceptions of first-year medical students towards learning anatomy using cadaveric specimens through peer teaching.
P2860
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P2860
What makes a tutor effective? A structural-equations modeling approach to learning in problem-based curricula.
description
1995 nî lūn-bûn
@nan
1995年の論文
@ja
1995年論文
@yue
1995年論文
@zh-hant
1995年論文
@zh-hk
1995年論文
@zh-mo
1995年論文
@zh-tw
1995年论文
@wuu
1995年论文
@zh
1995年论文
@zh-cn
name
What makes a tutor effective? ...... ng in problem-based curricula.
@en
type
label
What makes a tutor effective? ...... ng in problem-based curricula.
@en
prefLabel
What makes a tutor effective? ...... ng in problem-based curricula.
@en
P1433
P1476
What makes a tutor effective? ...... ng in problem-based curricula.
@en
P2093
P304
P356
10.1097/00001888-199508000-00015
P407
P577
1995-08-01T00:00:00Z