Citations (20)
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Carmen Lok Tung Ho. (2019) Team-based learning: A medical student’s perspective. Medical Teacher 41:9, pages 1087-1087.
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Matthew Bradley, Charles Broome, Mabli Davies & Cameron Watson. (2019) A case to answer – could CBL do more for medical students? A response to Carrasco et al.. Medical Teacher 41:2, pages 240-240.
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Articles from other publishers (18)
Diogo Maia, Renato Andrade, José Afonso, Patrício Costa, Cristina Valente & João Espregueira-Mendes. (2023) Academic Performance and Perceptions of Undergraduate Medical Students in Case-Based Learning Compared to Other Teaching Strategies: A Systematic Review with Meta-Analysis. Education Sciences 13:3, pages 238.
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Adel M. Aboregela, Hany M.A. Sonpol, Ashraf S. Metwally, Ayman M. El-Ashkar, Abdullah A. Hashish, Osama A. Mohammed, Tarek A. Elnahriry, Ahmed Senbel & Mushabab Alghamdi. (2023) Medical students' perception and academic performance after team-based and seminar-based learning in human anatomy. Journal of Taibah University Medical Sciences 18:1, pages 65-73.
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Edward C. Bell. (2022) Impact of LMS-mediated readiness assurance testing on performance in pharmacy calculations. Discover Education 1:1.
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Gonzalo A. Carrasco, Matthew Gentile, Michelle L. Salvatore, Osvaldo J. Lopez & Kathryn C. Behling. (2022) Implementation of team-based learning (TBL) in a second year medical school course: does prior experience with TBL improve the impact of this pedagogy?. BMC Medical Education 22:1.
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Mariel James, Ana Madeira Teixeira Baptista, Deepak Barnabas, Agata Sadza, Susan Smith, Omar Usmani & Chris John. (2022) Collaborative case-based learning with programmatic team-based assessment: a novel methodology for developing advanced skills in early-years medical students. BMC Medical Education 22:1.
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Karly A. Pippitt, Kathryn B. Moore, Janet E. Lindsley, Paloma F. Cariello, Andrew G. Smith, Tim Formosa, Karen Moser, David A. Morton, Jorie M. Colbert-Getz & Candace J. Chow. (2022) Assessment for Learning with Ungraded and Graded Assessments. Medical Science Educator 32:5, pages 1045-1054.
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Oriol Pons-Valladares, S. M. Amin Hosseini & Jordi Franquesa. (2022) Innovative Approach to Assist Architecture Teachers in Choosing Practical Sessions. Sustainability 14:12, pages 7081.
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Yan-hong Guo, Jian Chen, Min Xin, Yong Wang, Jie Tan, Jing Tian, Wei-yong Liao, Xiao-ling Zhang, Min Su, Yong-jun Pang & Wen-jun Huang. (2022) Experience and Discussion on Introducing the “Internet Plus” Classroom Into Teaching Physiological Experimentation. Frontiers in Education 7.
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Gonzalo A. Carrasco, Kathryn C. Behling & Osvaldo Lopez. (2021) Weekly team-based learning scores and participation are better predictors of successful course performance than case-based learning performance: role of assessment incentive structure. BMC Medical Education 21:1.
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Annette Burgess, Elie Matar, Chris Roberts, Inam Haq, Lucy Wynter, Julian Singer, Eszter Kalman & Jane Bleasel. (2021) Scaffolding medical student knowledge and skills: team-based learning (TBL) and case-based learning (CBL). BMC Medical Education 21:1.
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Gonzalo A. Carrasco, Kathryn C. Behling, Matthew Gentile, Bradford D. Fischer & Thomas N. Ferraro. (2021) Effectiveness of a Team-Based Learning exercise in the learning outcomes of a medical pharmacology course: insight from struggling students. Naunyn-Schmiedeberg's Archives of Pharmacology 394:9, pages 1941-1948.
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Jun Hong. (2021) Impact of Multimedia Data in the Dissemination of Knowledge on Learning and Teaching. Arabian Journal for Science and Engineering.
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Gonzalo A. Carrasco, Kathryn C. Behling & Osvaldo J. Lopez. (2019) First year medical student performance on weekly team-based learning exercises in an infectious diseases course: insights from top performers and struggling students. BMC Medical Education 19:1.
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Gonzalo A. Carrasco, Kathryn C. Behling & Osvaldo J. Lopez. (2019) Implementation of Team-Based Learning: a Tale of Two New Medical Schools. Medical Science Educator 29:4, pages 1201-1210.
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Christine M. Collins, Gonzalo A. Carrasco & Osvaldo J. Lopez. (2019) Participation in Active Learning Correlates to Higher Female Performance in a Pipeline Course for Underrepresented Students in Medicine. Medical Science Educator 29:4, pages 1175-1178.
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Daniel Zahra, Jon Bennett, Louise Belfield, Kamran Ali, Clare Mcilwaine, Malcolm Bruce, Gill Jones, Zoe L. Brookes, Catherine Coelho & Svetislav Zaric. (2019) Effect of constant versus variable small‐group facilitators on students’ basic science knowledge in an enquiry‐based dental curriculum. European Journal of Dental Education 23:4, pages 448-454.
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Carol C. Thompson. (2018) Advancing Critical Thinking Through Learning Issues in Problem-Based Learning. Medical Science Educator 29:1, pages 149-156.
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Gonzalo A. Carrasco, Kathryn C. Behling & Osvaldo J. Lopez. (2019) A Novel Grading Strategy for Team-Based Learning Exercises in a Hands-on Course in Molecular Biology for Senior Undergraduate Underrepresented Students in Medicine Resulted in Stronger Student Performance. Biochemistry and Molecular Biology Education 47:2, pages 115-123.
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