Perspective: Guidelines for reporting team-based learning activities in the medical and health sciences education literature.
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Team-based learning in pharmacy educationTeam-based learning in large enrollment classesFive heads are better than one: preliminary results of team-based learning in a communication disorders graduate course.Team-based learning from theory to practice: faculty reactions to the innovation.Incentive structure in team-based learning: graded versus ungraded Group Application exercises.Effects of additional team-based learning on students' clinical reasoning skills: a pilot study.Introduction of team-based learning (TBL) at Kilimanjaro Christian Medical University College: experience with the ectoparasites moduleA Delphi survey to determine how educational interventions for evidence-based practice should be reported: stage 2 of the development of a reporting guideline.A systematic review of how studies describe educational interventions for evidence-based practice: stage 1 of the development of a reporting guidelineA checklist to improve reporting of group-based behaviour-change interventions.Tackling student neurophobia in neurosciences block with team-based learning.Development and validation of the guideline for reporting evidence-based practice educational interventions and teaching (GREET).Analysis of the Team-Based Learning Literature: TBL Comes of AgeUsing a Team-Based Learning Approach at National Meetings to Teach Residents Genomic Pathology.Feasibility, acceptance and impact of team-based learning in neurology: a pilot study.Applying established guidelines to team-based learning programs in medical schools: a systematic review.Team-based learning instruction for responsible conduct of research positively impacts ethical decision-making.Team-Based Learning in a Pipeline Course in Medical Microbiology for Under-Represented Student Populations in Medicine Improves Learning of Microbiology Concepts.Does team-based learning improve performance in an infectious diseases course in a preclinical curriculum?Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial studyBest practices for implementing team-based learning in pharmacy education.A comparison of student performance on discipline-specific versus integrated exams in a medical school course.Occupational therapy student experiences of a university mental health course based on an integrated application of problem-based and team-based learning.Uncover it, students would learn leadership from Team-Based Learning (TBL): The effect of guided reflection and feedback.Effectiveness of Team-Based Learning in teaching Medical Genetics to Medical Undergraduates.Modified team-based learning strategy to improve human anatomy learning: A pilot study at the Universidad del Norte in Barranquilla, Colombia.A Randomized Controlled Trial of Team-Based Learning Versus Lectures with Break-Out Groups on Knowledge Retention.PBL and beyond: trends in collaborative learning.Group Problem Solving in Class Improves Undergraduate Learning.Integrating Public Health and Health Promotion Practice in the Medical Curriculum: A Self-Directed Team-Based Project Approach.Development of emotional intelligence in a team-based learning internal medicine clerkship.Team-based learning: a practical guide: Guide Supplement 65.1--viewpoint 1.Medical student attitudes and educational interventions to prevent neurophobia: a longitudinal study.Verification of learner's differences by team-based learning in biochemistry classes.Team-based learning (TBL) in the medical curriculum: better than PBL?Comparison of lecture and team-based learning in medical ethics education.The effectiveness of TBL with real patients in neurology education in terms of knowledge retention, in-class engagement, and learner reactions.How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement.The long-term impact of team-based learning on medical students' team performance scores and on their peer evaluation scores.Effects of Team-Based Learning on short-term and long-term retention of factual knowledge.
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P2860
Perspective: Guidelines for reporting team-based learning activities in the medical and health sciences education literature.
description
2012 nî lūn-bûn
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2012年の論文
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2012年学术文章
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2012年学术文章
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2012年学术文章
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2012年学术文章
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2012年学术文章
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2012年学术文章
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2012年學術文章
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2012年學術文章
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Perspective: Guidelines for re ...... sciences education literature.
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Perspective: Guidelines for re ...... sciences education literature.
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Perspective: Guidelines for re ...... sciences education literature.
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Perspective: Guidelines for re ...... sciences education literature.
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Perspective: Guidelines for re ...... sciences education literature.
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Perspective: Guidelines for re ...... sciences education literature.
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P2093
P1433
P1476
Perspective: Guidelines for re ...... sciences education literature.
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Boyd F Richards
Dean X Parmelee
Frances Kennedy
Larry Michaelsen
Linda Perkowski
P Adam Kelly
Paul Haidet
Sheila Crow
P304
P356
10.1097/ACM.0B013E318244759E
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P50
P577
2012-03-01T00:00:00Z