The development of self-regulated learning during the pre-clinical stage of medical school: a comparison between a lecture-based and a problem-based curriculum-Reference-Cited by-同舟云学术

The development of self-regulated learning during the pre-clinical stage of medical school: a comparison between a lecture-based and a problem-based curriculum

Published:2015-05-29 Issue:1 Volume:21 Page:93-104
ISSN:1382-4996
Container-title:Advances in Health Sciences Education
language:en
Short-container-title:Adv in Health Sci Educ

Author:

Lucieer Susanna M.^ORCID,van der Geest Jos N.,Elói-Santos Silvana M.,de Faria Rosa M. Delbone,Jonker Laura,Visscher Chris,Rikers Remy M. J. P.,Themmen Axel P. N.

Publisher

Springer Science and Business Media LLC

Subject

Education,General Medicine

Link

http://link.springer.com/content/pdf/10.1007/s10459-015-9613-1.pdf

Reference45 articles.

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2. Ates, O., & Eryilmaz, A. (2010). Factors affecting performance of tutors during problem-based learning implementations. Procedia-Social and Behavioral Sciences, 2(2), 2325–2329.

3. Azer, S. A., Guerrero, A. P. S., et al. (2013). Enhancing learning approaches: Practical tips for students and teachers. Medical Teacher, 35(6), 433–443.

4. Baroffio, A., Vu, N., et al. (2013). Evolutionary trends of problem-based learning practices throughout a two-year preclinical program: A comparison of students’ and teachers’ perceptions. Advances in Health Sciences Education, 18(4), 673–685.

5. Barrows, H. (2002). Is it truly possible to have such a thing as dPBL? Distance Education, 23(1), 119–122.

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