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Similar articles for PMID: 1616558

Showing 1 to 12 of 44 entries
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A simple method for encouraging active participation in small-group discussion sessions.

Journal of medical education

Lee A.
PMID: 850265
J Med Educ. 1977 May;52(5):432-3. doi: 10.1097/00001888-197705000-00014.

No abstract available.

Cite
Lee A. A simple method for encouraging active participation in small-group discussion sessions. J Med Educ. 1977;52(5):432-3doi: 10.1097/00001888-197705000-00014.
Lee, A. (1977). A simple method for encouraging active participation in small-group discussion sessions. Journal of medical education, 52(5), 432-3. https://doi.org/10.1097/00001888-197705000-00014
Lee, A. "A simple method for encouraging active participation in small-group discussion sessions." Journal of medical education vol. 52,5 (1977): 432-3. doi: https://doi.org/10.1097/00001888-197705000-00014
Lee A. A simple method for encouraging active participation in small-group discussion sessions. J Med Educ. 1977 May;52(5):432-3. doi: 10.1097/00001888-197705000-00014. PMID: 850265.
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Teaching nurses group concepts: some issues and suggestions.

Nurse educator

Clark CC.
PMID: 244776
Nurse Educ. 1978 Jan-Feb;3(1):17-20. doi: 10.1097/00006223-197801000-00014.

No abstract available.

Cite
Clark CC. Teaching nurses group concepts: some issues and suggestions. Nurse Educ. 1978;3(1):17-20doi: 10.1097/00006223-197801000-00014.
Clark, C. C. (1978). Teaching nurses group concepts: some issues and suggestions. Nurse educator, 3(1), 17-20. https://doi.org/10.1097/00006223-197801000-00014
Clark, C C. "Teaching nurses group concepts: some issues and suggestions." Nurse educator vol. 3,1 (1978): 17-20. doi: https://doi.org/10.1097/00006223-197801000-00014
Clark CC. Teaching nurses group concepts: some issues and suggestions. Nurse Educ. 1978 Jan-Feb;3(1):17-20. doi: 10.1097/00006223-197801000-00014. PMID: 244776.
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An approach to faculty education.

Journal of medical education

Feldman E, Jenkins M, Barrows H, Tamblyn R.
PMID: 7381889
J Med Educ. 1980 May;55(5):456-7. doi: 10.1097/00001888-198005000-00014.

No abstract available.

Cite
Feldman E, Jenkins M, Barrows H, et al. An approach to faculty education. J Med Educ. 1980;55(5):456-7doi: 10.1097/00001888-198005000-00014.
Feldman, E., Jenkins, M., Barrows, H., & Tamblyn, R. (1980). An approach to faculty education. Journal of medical education, 55(5), 456-7. https://doi.org/10.1097/00001888-198005000-00014
Feldman, E, et al. "An approach to faculty education." Journal of medical education vol. 55,5 (1980): 456-7. doi: https://doi.org/10.1097/00001888-198005000-00014
Feldman E, Jenkins M, Barrows H, Tamblyn R. An approach to faculty education. J Med Educ. 1980 May;55(5):456-7. doi: 10.1097/00001888-198005000-00014. PMID: 7381889.
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Can students differentiate between PBL tutors with different tutoring deficiencies?.

Medical teacher

Dolmans DH, Janssen-Noordman A, Wolfhagen HA.
PMID: 17074695
Med Teach. 2006 Sep;28(6):e156-61. doi: 10.1080/01421590600776545.

Many medical schools evaluate the performance of their tutors by using questionnaires. One of the aims of these evaluations is to provide tutors with diagnostic feedback on strong and weak aspects of their performance. Although everyone will agree that...

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Dolmans DH, Janssen-Noordman A, Wolfhagen HA. Can students differentiate between PBL tutors with different tutoring deficiencies?. Med Teach. 2006;28(6):e156-61doi: 10.1080/01421590600776545.
Dolmans, D. H., Janssen-Noordman, A., & Wolfhagen, H. A. (2006). Can students differentiate between PBL tutors with different tutoring deficiencies?. Medical teacher, 28(6), e156-61. https://doi.org/10.1080/01421590600776545
Dolmans, D H J M, et al. "Can students differentiate between PBL tutors with different tutoring deficiencies?." Medical teacher vol. 28,6 (2006): e156-61. doi: https://doi.org/10.1080/01421590600776545
Dolmans DH, Janssen-Noordman A, Wolfhagen HA. Can students differentiate between PBL tutors with different tutoring deficiencies?. Med Teach. 2006 Sep;28(6):e156-61. doi: 10.1080/01421590600776545. PMID: 17074695.
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Clinical teachers and problem-based learning: a phenomenological study.

Medical education

Dornan T, Scherpbier A, King N, Boshuizen H.
PMID: 15679683
Med Educ. 2005 Feb;39(2):163-70. doi: 10.1111/j.1365-2929.2004.01914.x.

AIM: To explore how clinicians perceive their roles in problem-based medical education, and how closely those perceptions link to the curriculum they teach.METHOD: All 14 general physicians in a teaching hospital took part in 6 semistructured discussions, which were...

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Dornan T, Scherpbier A, King N, et al. Clinical teachers and problem-based learning: a phenomenological study. Med Educ. 2005;39(2):163-70doi: 10.1111/j.1365-2929.2004.01914.x.
Dornan, T., Scherpbier, A., King, N., & Boshuizen, H. (2005). Clinical teachers and problem-based learning: a phenomenological study. Medical education, 39(2), 163-70. https://doi.org/10.1111/j.1365-2929.2004.01914.x
Dornan, Tim, et al. "Clinical teachers and problem-based learning: a phenomenological study." Medical education vol. 39,2 (2005): 163-70. doi: https://doi.org/10.1111/j.1365-2929.2004.01914.x
Dornan T, Scherpbier A, King N, Boshuizen H. Clinical teachers and problem-based learning: a phenomenological study. Med Educ. 2005 Feb;39(2):163-70. doi: 10.1111/j.1365-2929.2004.01914.x. PMID: 15679683.
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Who teaches what in teaching the present and future primary care workforce?.

Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors

Peile E.
PMID: 20202313
Educ Prim Care. 2010 Jan;21(1):1. doi: 10.1080/14739879.2010.11493867.

No abstract available.

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Peile E. Who teaches what in teaching the present and future primary care workforce?. Educ Prim Care. 2010;21(1):1doi: 10.1080/14739879.2010.11493867.
Peile, E. (2010). Who teaches what in teaching the present and future primary care workforce?. Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors, 21(1), 1. https://doi.org/10.1080/14739879.2010.11493867
Peile, Ed. "Who teaches what in teaching the present and future primary care workforce?." Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors vol. 21,1 (2010): 1. doi: https://doi.org/10.1080/14739879.2010.11493867
Peile E. Who teaches what in teaching the present and future primary care workforce?. Educ Prim Care. 2010 Jan;21(1):1. doi: 10.1080/14739879.2010.11493867. PMID: 20202313.
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'Mind the gap': common things are not always so common.

British journal of hospital medicine (London, England : 2005)

Sharma N.
PMID: 23502208
Br J Hosp Med (Lond). 2012 Dec;73(12):714. doi: 10.12968/hmed.2012.73.12.714.

No abstract available.

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Sharma N. 'Mind the gap': common things are not always so common. Br J Hosp Med (Lond). 2012;73(12):714doi: 10.12968/hmed.2012.73.12.714.
Sharma, N. (2012). 'Mind the gap': common things are not always so common. British journal of hospital medicine (London, England : 2005), 73(12), 714. https://doi.org/10.12968/hmed.2012.73.12.714
Sharma, Neel. "'Mind the gap': common things are not always so common." British journal of hospital medicine (London, England : 2005) vol. 73,12 (2012): 714. doi: https://doi.org/10.12968/hmed.2012.73.12.714
Sharma N. 'Mind the gap': common things are not always so common. Br J Hosp Med (Lond). 2012 Dec;73(12):714. doi: 10.12968/hmed.2012.73.12.714. PMID: 23502208.
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How experienced tutors facilitate tutorial dynamics in PBL groups.

Medical teacher

Lee GH, Lin CS, Lin YH.
PMID: 22938680
Med Teach. 2013;35(2):e935-42. doi: 10.3109/0142159X.2012.714883. Epub 2012 Sep 03.

BACKGROUND: Problem-based learning (PBL) tutorial are conducted in small groups, and successful learning in such groups requires good group facilitating skills. There is a lack of research on actual skills employed by tutors in facilitating the group dynamics.AIM: To...

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Lee GH, Lin CS, Lin YH. How experienced tutors facilitate tutorial dynamics in PBL groups. Med Teach. 2012;35(2):e935-42doi: 10.3109/0142159X.2012.714883.
Lee, G. H., Lin, C. S., & Lin, Y. H. (2013). How experienced tutors facilitate tutorial dynamics in PBL groups. Medical teacher, 35(2), e935-42. https://doi.org/10.3109/0142159X.2012.714883
Lee, Gin-Hong, et al. "How experienced tutors facilitate tutorial dynamics in PBL groups." Medical teacher vol. 35,2 (2013): e935-42. doi: https://doi.org/10.3109/0142159X.2012.714883
Lee GH, Lin CS, Lin YH. How experienced tutors facilitate tutorial dynamics in PBL groups. Med Teach. 2013;35(2):e935-42. doi: 10.3109/0142159X.2012.714883. Epub 2012 Sep 03. PMID: 22938680.
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Reconsidering "what works".

CBE life sciences education

Tanner KD.
PMID: 22135364
CBE Life Sci Educ. 2011;10(4):329-33. doi: 10.1187/cbe.11-09-0085.

No abstract available.

Cite
Tanner KD. Reconsidering "what works". CBE Life Sci Educ. 2011;10(4):329-33doi: 10.1187/cbe.11-09-0085.
Tanner, K. D. (2011). Reconsidering "what works". CBE life sciences education, 10(4), 329-33. https://doi.org/10.1187/cbe.11-09-0085
Tanner, Kimberly D. "Reconsidering "what works"." CBE life sciences education vol. 10,4 (2011): 329-33. doi: https://doi.org/10.1187/cbe.11-09-0085
Tanner KD. Reconsidering "what works". CBE Life Sci Educ. 2011;10(4):329-33. doi: 10.1187/cbe.11-09-0085. PMID: 22135364; PMCID: PMC3228648.
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Problem-based learning: rationale and description.

Medical education

Schmidt HG.
PMID: 6823214
Med Educ. 1983 Jan;17(1):11-6. doi: 10.1111/j.1365-2923.1983.tb01086.x.

No abstract available.

Cite
Schmidt HG. Problem-based learning: rationale and description. Med Educ. 1983;17(1):11-6doi: 10.1111/j.1365-2923.1983.tb01086.x.
Schmidt, H. G. (1983). Problem-based learning: rationale and description. Medical education, 17(1), 11-6. https://doi.org/10.1111/j.1365-2923.1983.tb01086.x
Schmidt, H G. "Problem-based learning: rationale and description." Medical education vol. 17,1 (1983): 11-6. doi: https://doi.org/10.1111/j.1365-2923.1983.tb01086.x
Schmidt HG. Problem-based learning: rationale and description. Med Educ. 1983 Jan;17(1):11-6. doi: 10.1111/j.1365-2923.1983.tb01086.x. PMID: 6823214.
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Making sense of trying not to teach: an interview study of tutors' ideas of problem-based learning.

Academic medicine : journal of the Association of American Medical Colleges

Maudsley G.
PMID: 11841982
Acad Med. 2002 Feb;77(2):162-72. doi: 10.1097/00001888-200202000-00017.

PURPOSE: To explore how a cohort of first-ever "foundation" tutors in a new problem-based curriculum characterized and made sense of problem-based learning (PBL).METHOD: The sample consisted of all foundation tutors (n = 34) from The University of Liverpool's undergraduate...

Cite
Maudsley G. Making sense of trying not to teach: an interview study of tutors' ideas of problem-based learning. Acad Med. 2002;77(2):162-72doi: 10.1097/00001888-200202000-00017.
Maudsley, G. (2002). Making sense of trying not to teach: an interview study of tutors' ideas of problem-based learning. Academic medicine : journal of the Association of American Medical Colleges, 77(2), 162-72. https://doi.org/10.1097/00001888-200202000-00017
Maudsley, Gillian. "Making sense of trying not to teach: an interview study of tutors' ideas of problem-based learning." Academic medicine : journal of the Association of American Medical Colleges vol. 77,2 (2002): 162-72. doi: https://doi.org/10.1097/00001888-200202000-00017
Maudsley G. Making sense of trying not to teach: an interview study of tutors' ideas of problem-based learning. Acad Med. 2002 Feb;77(2):162-72. doi: 10.1097/00001888-200202000-00017. PMID: 11841982.
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Student and faculty ratings of instruction: another look.

Journal of medical education

McGaghie WC.
PMID: 1142391
J Med Educ. 1975 Apr;50(4):387-9. doi: 10.1097/00001888-197504000-00010.

No abstract available.

Cite
McGaghie WC. Student and faculty ratings of instruction: another look. J Med Educ. 1975;50(4):387-9doi: 10.1097/00001888-197504000-00010.
McGaghie, W. C. (1975). Student and faculty ratings of instruction: another look. Journal of medical education, 50(4), 387-9. https://doi.org/10.1097/00001888-197504000-00010
McGaghie, W C. "Student and faculty ratings of instruction: another look." Journal of medical education vol. 50,4 (1975): 387-9. doi: https://doi.org/10.1097/00001888-197504000-00010
McGaghie WC. Student and faculty ratings of instruction: another look. J Med Educ. 1975 Apr;50(4):387-9. doi: 10.1097/00001888-197504000-00010. PMID: 1142391.
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Showing 1 to 12 of 44 entries