Brazilian medical students’ perceptions of expert versus non-expert facilitators in a (non) problem-based learning environment
Author:
Publisher
Informa UK Limited
Subject
Education,General Medicine
Link
https://www.tandfonline.com/doi/pdf/10.3402/meo.v20.26893
Reference13 articles.
1. Problem-Based Learning: What and How Do Students Learn?
2. Roles and responsibilities of the problem based learning tutor in the undergraduate medical curriculum
3. Teaching styles of tutors in a problem-based curriculum: students' and tutors' perception
4. Constructivist, Problem-Based Learning Does Work: A Meta-Analysis of Curricular Comparisons Involving a Single Medical School
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1. A Comparison of the Academic Achievement at the End of the Medicine Undergraduate Degree Program Between Students Who Only Used the University Admission Test and Those Who Used the University Admission Test Plus Marks from the High School National Exam (ENEM) at a Single Brazilian Center;Advances in Medical Education and Practice;2023-10
2. Enhanced learning strategies of undergraduate medical students with a structured case presentation format;Journal of Education and Health Promotion;2021-01
3. The barriers and facilitators to implementing dementia education and training in health and social care services: a mixed-methods study;BMC Health Services Research;2020-06-05
4. “Sage on the stage or guide on the side”—Undergraduate nursing students’ experiences and expectations of bioscience tutors in a blended learning curriculum: A qualitative study;Journal of Clinical Nursing;2020-01-02
5. The Use of Clinical PBL in Primary Care in Undergraduate Medical Schools;Revista Brasileira de Educação Médica;2020
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