Effects of expert and non-expert facilitators on the small-group process and on student performance.
about
Roles and responsibilities of the problem based learning tutor in the undergraduate medical curriculumTutoring 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 reviewEverything you were afraid to ask about communication skills.Holding on to the philosophy and keeping the faith.Library requirements and problem-based learning: The Medical Sciences Library, The University of the West Indies.Integrated problem-based learning in the neuroscience curriculum--the SUNY Downstate experience.A descriptive study of medical educators' views of problem-based learningA prospective randomized trial of content expertise versus process expertise in small group teaching.Contextual considerations in implementing problem-based learning approaches in a Brazilian medical curriculum: the UNAERP experience.Effectiveness of problem-based learning curricula: theory, practice and paper darts.The process of problem-based learning: what works and why.A qualitative assessment of faculty perspectives of small group teaching experience in IraqEffects of tutor-related behaviours on the process of problem-based learningBrazilian medical students' perceptions of expert versus non-expert facilitators in a (non) problem-based learning environment.Developing the role of the tutor/facilitatorLecturing skills as predictors of tutoring skills in a problem-based medical curriculum.Problem based learning (PBL) vs. Case based curriculum in clinical clerkship, Internal Medicine innovated Curriculum, Student prospective.Observational analysis of near-peer and faculty tutoring in problem-based learning groups.To what extent do tutor-related behaviours influence student learning in PBL?Improvements in teaching behavior at two German medical schools resulting from a modified Flanders interaction analysis feedback intervention process.A comparison of learning outcomes and attitudes in student- versus faculty-led problem-based learning: an experimental study.Teaching styles of tutors in a problem-based curriculum: students' and tutors' perception.The relationship of tutors' content expertise to interventions and perceptions in a PBL medical curriculum.Using problem-based learning to enhance the psychosocial competence of medical students.
P2860
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P2860
Effects of expert and non-expert facilitators on the small-group process and on student performance.
description
1992 nî lūn-bûn
@nan
1992年の論文
@ja
1992年学术文章
@wuu
1992年学术文章
@zh-cn
1992年学术文章
@zh-hans
1992年学术文章
@zh-my
1992年学术文章
@zh-sg
1992年學術文章
@yue
1992年學術文章
@zh
1992年學術文章
@zh-hant
name
Effects of expert and non-expe ...... ss and on student performance.
@en
Effects of expert and non-expe ...... ss and on student performance.
@nl
type
label
Effects of expert and non-expe ...... ss and on student performance.
@en
Effects of expert and non-expe ...... ss and on student performance.
@nl
prefLabel
Effects of expert and non-expe ...... ss and on student performance.
@en
Effects of expert and non-expe ...... ss and on student performance.
@nl
P2093
P1433
P1476
Effects of expert and non-expe ...... ss and on student performance.
@en
P2093
P304
P356
10.1097/00001888-199207000-00013
P407
P577
1992-07-01T00:00:00Z