Does teaching style matter? A randomised trial of group discussion versus lectures in orthopaedic undergraduate teaching.
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A comparison of Web-based and small-group palliative and end-of-life care curricula: a quasi-randomized controlled study at one institutionTo determine the level of satisfaction among medical students of a public sector medical university regarding their academic activities.Investigating the relationship between pharmacy students' achievement goal orientations and preferred teacher qualitiesEffect of a parenting education program on girls' life satisfaction in governmental guidance schools of Shiraz.Comparing dental students' perceptions of their educational environment in Northwestern Saudi Arabia.Usage of 3D models of tetralogy of Fallot for medical education: impact on learning congenital heart diseaseA comparative study: do "clickers" increase student engagement in multidisciplinary clinical microbiology teaching?A health care system in transformation: making the case for chiropractic.Sustained change in didactic skills--does teacher training last?Influence of assigned reading on senior medical student clinical performance.Evaluating educational interventions in emergency medicine.A novel approach to incorporating evidence-based medicine into an emergency medicine clerkship.Student-led objective tutorials in Pharmacology: An interventional study.Interactive seminars or small group tutorials in preclinical medical education: results of a randomized controlled trial.Teaching strategies used by internal medicine residents on the wards.Writing on the board as students' preferred teaching modality in a physiology course.Psychiatry clerkship core curriculum renewal: assessing the shift to larger-group learning.Blended learning in quality improvement training for healthcare professionals in Qatar.The use of specially designed tasks to enhance student interest in the cadaver dissection laboratory.Early musculoskeletal classroom education confers little advantage to medical student knowledge and competency in the absence of clinical experiences: a retrospective comparison study.Effect of moderate learning style-teaching mode mismatch on academic performance among 2nd year medical students in Pakistan.Predictors of attitudes to e‐learning of Australian health care students
P2860
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P2860
Does teaching style matter? A randomised trial of group discussion versus lectures in orthopaedic undergraduate teaching.
description
2007 nî lūn-bûn
@nan
2007年の論文
@ja
2007年学术文章
@wuu
2007年学术文章
@zh
2007年学术文章
@zh-cn
2007年学术文章
@zh-hans
2007年学术文章
@zh-my
2007年学术文章
@zh-sg
2007年學術文章
@yue
2007年學術文章
@zh-hant
name
Does teaching style matter? A ...... paedic undergraduate teaching.
@en
Does teaching style matter? A ...... paedic undergraduate teaching.
@nl
type
label
Does teaching style matter? A ...... paedic undergraduate teaching.
@en
Does teaching style matter? A ...... paedic undergraduate teaching.
@nl
prefLabel
Does teaching style matter? A ...... paedic undergraduate teaching.
@en
Does teaching style matter? A ...... paedic undergraduate teaching.
@nl
P2093
P2860
P1433
P1476
Does teaching style matter? A ...... paedic undergraduate teaching.
@en
P2093
Lee van Rensburg
Matthew L Costa
Neil Rushton
P2860
P304
P356
10.1111/J.1365-2929.2006.02677.X
P577
2007-02-01T00:00:00Z