Exam Success at Undergraduate and Graduate-Entry Medical Schools: Is Learning Style or Learning Approach More Important? A Critical Review Exploring Links Between Academic Success, Learning Styles, and Learning Approaches Among School-Leaver Entry (“Traditional”) and Graduate-Entry (“Nontraditional”) Medical Students-Reference-Cited by-同舟云学术

Exam Success at Undergraduate and Graduate-Entry Medical Schools: Is Learning Style or Learning Approach More Important? A Critical Review Exploring Links Between Academic Success, Learning Styles, and Learning Approaches Among School-Leaver Entry (“Traditional”) and Graduate-Entry (“Nontraditional”) Medical Students

Published:2015-07-03 Issue:3 Volume:27 Page:237-244
ISSN:1040-1334
Container-title:Teaching and Learning in Medicine
language:en
Short-container-title:Teaching and Learning in Medicine

Author:

Feeley Anne-Marie,Biggerstaff Deborah L.

Publisher

Informa UK Limited

Subject

Education,General Medicine

Link

http://www.tandfonline.com/doi/pdf/10.1080/10401334.2015.1046734

Reference52 articles.

1. The value of noncognitive factors in predicting studentsʼ first-year academic probation

2. Graduate entry to medicine: widening academic and socio-demographic access

3. Factors associated with success in medical school: systematic review of the literature

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