A Randomized Crossover Design to Assess Learning Impact and Student Preference for Active and Passive Online Learning Modules-Reference-Cited by-同舟云学术

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A Randomized Crossover Design to Assess Learning Impact and Student Preference for Active and Passive Online Learning Modules

Published:2015-12-21 Issue:1 Volume:26 Page:135-141
ISSN:2156-8650
Container-title:Medical Science Educator
language:en
Short-container-title:Med.Sci.Educ.

Author:

Prunuske Amy J.,Henn Lisa,Brearley Ann M.,Prunuske Jacob

Funder

University of Minnesota Office of Informational Technology

National Center for Advancing Translational Sciences

Publisher

Springer Science and Business Media LLC

Subject

Education,Medicine (miscellaneous)

Link

http://link.springer.com/content/pdf/10.1007/s40670-015-0224-5.pdf

Reference30 articles.

1. Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. Instructional design variations in internet-based learning for health professions education: a systematic review and meta-analysis. Acad Med. 2010;85(5):909–22.

2. Day FC, Srinivasan M, Der-Martirosian C, Griffin E, Hoffman JR, Wilkes MS. A comparison of Web-based and small-group palliative and end-of-life care curricula: a quasi-randomized controlled study at one institution. Acad Med. 2015;90(3):331–7.

3. Beale EG, Tarwater PM, Lee VH. A retrospective look at replacing face-to-face embryology instruction with online lectures in a human anatomy course. Anat Sci Educ. 2014;7(3):234–41.

4. Lambert DR, Lurie SJ, Lyness JM, Ward DS. Standardizing and personalizing science in medical education. Acad Med. 2010;85(2):356–62.

5. Masters K, Gibbs T. The spiral curriculum: implications for online learning. BMC Med Educ. 2007;7:52.

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