Medical Students’ Views About Having Different Types of Problem-Based Learning Tutors
Author:
Funder
University of East Anglia
Publisher
Springer Science and Business Media LLC
Subject
Education,Medicine (miscellaneous)
Link
http://link.springer.com/content/pdf/10.1007/s40670-018-00634-9.pdf
Reference14 articles.
1. General Medical Council. Outcomes for graduates. 2015. http://www.gmc-uk.org/education/undergraduate/undergrad_outcomes.asp . Accessed 6 May 2017.
2. Ten Cate O, Durning S. Peer teaching in medical education: twelve reasons to move from theory to practice. Med Teach. 2007;29:591–9.
3. Steele DJ, Medder JD, Turner P. A comparison of learning outcomes and attitudes in student- versus faculty-led problem-based learning: an experimental study. Med Educ. 2000;34:23–9.
4. Kassab S, Abu-Hijleh MF, Al-Shboul Q, Hamdy H. Student-led tutorials in problem-based learning: educational outcomes and students’ perceptions. Med Teach. 2005;27:521–6.
5. Sobral DT. Peer tutoring and student outcomes in a problem-based course. Med Educ. 1994;28:284–9.
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2. Faculty Members versus Teaching Assistants as Problem-Based Learning (PBL) Facilitators: Medical Students’ Perception;Asian Journal of Pharmaceutical Research and Health Care;2020-02-26
3. Peer Tutoring in Preclinical Medical Education: A Review of the Literature;Medical Science Educator;2019-12-23
4. Qualities Medical Students Most Value in Tutors;Medical Science Educator;2019-11-11
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