Observational analysis of near-peer and faculty tutoring in problem-based learning groups-Reference-Cited by-同舟云学术

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Observational analysis of near-peer and faculty tutoring in problem-based learning groups

Published:2016-06-13 Issue:7 Volume:50 Page:757-767
ISSN:0308-0110
Container-title:Medical Education
language:en
Short-container-title:Med Educ

Author:

Cianciolo Anna T¹,Kidd Bryan²,Murray Sean³

Affiliation:

1. Department of Medical Education; Southern Illinois University School of Medicine; Springfield Illinois USA

2. Medical Centre; University of Chicago NorthShore; Evanston Illinois USA

3. Southern Illinois University School of Medicine; Springfield Illinois USA

Publisher

Wiley

Subject

Education,General Medicine

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1111/medu.12969/fullpdf

Reference32 articles.

1. The effectiveness of peer tutoring in further and higher education: a typology and review of the literature;Topping;High Educ,1996

2. Dimensions and psychology of peer teaching in medical education;Cate;Med Teach,2007

3. Peer-assisted learning in clinical education: literature review;Henning;Athl Train Educ J,2008

4. Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school;Tzu-Chieh;Adv Med Educ Pract,2011

5. Facilitating small-group learning: a comparison of student and staff tutors’ behaviour;Moust;Instr Sci,1995

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1. Expanding the scope of problem-based-learning at Hackensack Meridian School of Medicine; integrating domain-general skills with domain-specific content;Medical Teacher;2023-12-17

2. Does prior knowledge affect interaction dynamics and learning achievement in digital problem-based learning? A pilot study;GMS J MED EDU;2023

3. Does your group matter? How group function impacts educational outcomes in problem-based learning: a scoping review;BMC Medical Education;2022-12-29

4. Near-peer teaching in problem-based learning: Perspectives from tutors and tutees;PLOS ONE;2022-12-14

5. Describing Ultrasound Skills Teaching by Near-Peer and Faculty Tutors Using Cognitive Apprenticeship;Teaching and Learning in Medicine;2022-11-02

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