Effectiveness of Student Tutors in Problem-Based Learning of Undergraduate Medical Education-Reference-Cited by-同舟云学术

Effectiveness of Student Tutors in Problem-Based Learning of Undergraduate Medical Education

Published:2014 Issue:3 Volume:232 Page:223-227
ISSN:0040-8727
Container-title:The Tohoku Journal of Experimental Medicine
language:en
Short-container-title:Tohoku J. Exp. Med.

Author:

Oda Yasutomo¹,Onishi Hirotaka²,Sakemi Takanobu¹

Affiliation:

1. Center for Comprehensive Community Medicine, Saga Medical School

2. International Research Center for Medical Education, Graduate School of Medicine, University of Tokyo

Publisher

Tohoku University Medical Press

Subject

General Biochemistry, Genetics and Molecular Biology,General Medicine

Link

https://www.jstage.jst.go.jp/article/tjem/232/3/232_223/_pdf

Reference33 articles.

1. Barrows, H.S. (1985) How to Design a Problem-Based Curriculum for the Preclinical Years, Springer Publishing Co., New York, NY.

2. Barrows, H.S. (1994) The Tutorial Process. Revised edition. Springfield, Illinois: Southern Illinois University School of Medicine, Springfield.

3. Barrows, H.S. & Tamblyn, R.M. (1980) Problem-Based Learning: An Approach to Medical Education, Springer Publishing Co., New York, NY, pp. 19-36.

4. Dammers, J., Spencer, J. & Thomas, M. (2001) Using real patients in problem-based learning: students’ comments on the value of using real, as opposed to paper cases, in a problem-based learning module in general practice. Med. Educ., 35, 27-34.

5. Davis, W.K., Nairn, R., Paine, M.E., Anderson, R.M. & Oh, M.S. (1992) Effects of expert and non-expert facilitators on the small-group process and on student performance. Acad. Med., 67, 470-474.

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