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Medical Teacher Volume 27, 2005 - Issue 1
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Original Article

Intervention programme: a supported learning programme for educationally disadvantaged students

Rachel Alexander Department of Human Biology, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa; Education Development Unit, Faculty of Health Sciences, University of Cape Town, Cape Town, South AfricaCorrespondence[email protected]
,
Elmi Badenhorst Education Development Unit, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa; Department of Public Health, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa
&
Trevor Gibbs Education Development Unit, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa
Pages 66-70 | Published online: 03 Jul 2009

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Elana Curtis, Erena Wikaire, Yannan Jiang, Louise McMillan, Robert Loto, Sonia Fonua, Rowan Herbert, Melissa Hori, Teri Ko, Rochelle Newport, David Salter, Janine Wiles, Airini & Papaarangi Reid. (2017) Open to critique: predictive effects of academic outcomes from a bridging/foundation programme on first-year degree-level study. Assessment & Evaluation in Higher Education 42:1, pages 151-167.
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Roisin F. Kelly-Laubscher & Kathy Luckett. (2016) Differences in Curriculum Structure between High School and University Biology: The Implications for Epistemological Access. Journal of Biological Education 50:4, pages 425-441.
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Kalman A. Winston, Cees P. M. van der Vleuten & Albert J. J. A. Scherpbier. (2014) Prediction and prevention of failure: An early intervention to assist at-risk medical students. Medical Teacher 36:1, pages 25-31.
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Vanessa C. Burch, Cynthia N. T. Sikakana, Geney D. Gunston, Delva R. Shamley & Deborah Murdoch-Eaton. (2013) Generic learning skills in academically-at-risk medical students: A development programme bridges the gap. Medical Teacher 35:8, pages 671-677.
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Elmi Badenhorst & Rochelle Kapp. (2013) Negotiation of learning and identity among first-year medical students. Teaching in Higher Education 18:5, pages 465-476.
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Kalman A. Winston, Cees P.M. Van Der Vleuten & Albert J.J.A. Scherpbier. (2012) The role of the teacher in remediating at-risk medical students. Medical Teacher 34:11, pages e732-e742.
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Kalman A. Winston, Cees P. M. Van der Vleuten & Albert J. J. A. Scherpbier. (2010) An investigation into the design and effectiveness of a mandatory cognitive skills programme for at-risk medical students. Medical Teacher 32:3, pages 236-243.
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Sarah Howie, Vanessa Scherman & Elsie Venter. (2008) The gap between advantaged and disadvantaged students in science achievement in South African secondary schools. Educational Research and Evaluation 14:1, pages 29-46.
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Isaac D. Gukas. (2007) Global paradigm shift in medical education: issues of concern for Africa. Medical Teacher 29:9-10, pages 887-892.
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Peter Bundred & Trevor Gibbs. (2007) Medical migration and Africa: an unwanted legacy of educational change. Medical Teacher 29:9-10, pages 893-896.
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Lorna Olckers, Trevor Gibbs, Pat Mayers, Melanie Alperstein & Madeleine Duncan. (2006) Early involvement in a multiprofessional course: an integrated approach to the development of personal and interpersonal skills. Education for Primary Care 17:3, pages 249-257.
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Trevor Gibbs. (2006) The place of complementary medicine in modern medical education. Education for Primary Care 17:3, pages 206-212.
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Articles from other publishers (11)

Amaal Abrahams, Lunelle Pienaar, Kishor Bugarith, Geney Gunston & Elmi Badenhorst. (2022) A foundational knowledge assessment tool to predict academic performance of medical students in first-year anatomy and physiology. Advances in Physiology Education 46:4, pages 598-605.
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Elmi Badenhorst, Silvia Mamede, Amaal Abrahams, Kishor Bugarith, Francois Cilliers, Chivaugn Gordon, Geney Gunston, Virginia Zweigenthal & Henk G. Schmidt. (2021) What happens to misunderstandings of biomedical concepts across a medical curriculum?. Advances in Physiology Education 45:3, pages 526-537.
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Calvin L. Chou, Adina Kalet, Manuel Joao Costa, Jennifer Cleland & Kalman Winston. (2019) Guidelines: The dos, don’ts and don’t knows of remediation in medical education. Perspectives on Medical Education 8:6, pages 322-338.
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Amie J. Dirks-Naylor, Corbin Cook & Pov Nhean. (2019) Development and assessment of an academic performance enrichment program for low-performing, first-year pharmacy students. Advances in Physiology Education 43:3, pages 259-265.
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Masego B Kebaetse, Maikutlo Kebaetse, Gaonyadiwe G Mokone, Oathokwa Nkomazana, Mpho Mogodi, John Wright, Rosemary Falama & Elizabeth Park. (2018) Learning support interventions for Year 1 medical students: a review of the literature. Medical Education 52:3, pages 263-273.
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Karen M. Stegers-JagerJanke Cohen-SchotanusAxel P.N. Themmen. (2017) The Four-Tier Continuum of Academic and Behavioral Support (4T-CABS) Model: An Integrated Model for Medical Student Success. Academic Medicine 92:11, pages 1525-1530.
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Kalman Winston. (2015) Core Concepts in Remediation: Lessons Learned from a 6-Year Case Study. Medical Science Educator 25:3, pages 307-315.
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Erin P. Fillmore, Robert J. Helfenbein & Mark F. Seifert. (2014) Dissecting Anatomy: Exploring the Perspective of the Repeating First Year Medical Student in Both an Open and Peer Teaching Gross Anatomy Laboratory Format. Medical Science Educator 24:3, pages 315-323.
Crossref
Kalman A Winston, Cees P M Van Der Vleuten & Albert J J A Scherpbier. (2010) At-risk medical students: implications of students’ voice for the theory and practice of remediation. Medical Education 44:10, pages 1038-1047.
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Cynthia N T Sikakana. (2010) Supporting student-doctors from under-resourced educational backgrounds: an academic development programme. Medical Education 44:9, pages 917-925.
Crossref
Vanessa C. Burch. (2009) Medical school admissions: where to next?. Advances in Health Sciences Education 14:2, pages 153-157.
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