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Raihan Jumat, Sally Loan-Ng$suffix/text()$suffix/text(), Sreenivasulu Reddy Mogali, Kian Bee Ng, Bei Yi Leong & Siew Ping Han. (2023) Twelve tips for co-production of online learning. Medical Teacher 45:9, pages 966-971.
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Sergio Francisco Sargo Ferreira Lopes, Jorge Manuel de Azevedo Pereira Simões, Justino Marco Ronda Lourenço & José Carlos Pereira de Morais. (2024) The Flipped Classroom Optimized Through Gamification and Team-Based Learning. Open Education Studies 6:1.
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Irene Sterpu, Lotta Herling, Jonas Nordquist, Jerome Rotgans & Ganesh Acharya. (2024) Team-based learning (TBL) in clinical disciplines for undergraduate medical students—a scoping review. BMC Medical Education 24:1.
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Siew Ping Han & Lishan Yang. (2023) MOSH: An Online Tool for Real-Time Monitoring of Student Engagement. Medical Science Educator 34:1, pages 25-29.
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Siew Ping Han, Muhammad Raihan Jumat & Jennifer Anne Cleland. (2023) Interprofessional collaboration (or lack thereof) between faculty and learning technologists in the creation of digital learning. BMC Medical Education 23:1.
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Antony Mugiira Arimba, David Kuria Wamukuru & Zachary Orato Anditi. (2023) Effect of case-based learning, team-based learning and regular teaching methods on secondary school students’ self-concept in chemistry in Maara sub-county, Tharaka Nithi county, Kenya. Physical Sciences Reviews 0:0.
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Annette Burgess & Elie Matar. 2023. Clinical Education for the Health Professions. Clinical Education for the Health Professions
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Kai Yuan Lau, Jessica Yang Huey Ang & Preman Rajalingam. (2022) Very Short Answer Questions in Team-Based Learning: Limited Effect on Peer Elaboration and Memory. Medical Science Educator 33:1, pages 139-145.
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Shairah Radzi, Ramya Chandrasekaran, Zhen Kai Peh, Preman Rajalingam, Wai Yee Yeong & Sreenivasulu Reddy Mogali. (2022) Students’ learning experiences of three-dimensional printed models and plastinated specimens: a qualitative analysis. BMC Medical Education 22:1.
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Shiwei Chen, Helen Smith, Bernadette Bartlam, Naomi Low-Beer, Aloysius Chow, Lucy Victoria Rosby, Vishalkumar G Shelat & Jennifer Cleland. (2022) Role of social comparison in preparedness for practice as a junior doctor in Singapore: a longitudinal qualitative study. BMJ Open 12:9, pages e061569.
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Mustafa SEVİM, Sezin KIROĞLU UZUN, Alper YILDIRIM, Berrak YEĞEN & Özlem SARIKAYA. (2022) Evaluation of Marmara University Faculty of Health Sciences Physiotherapy and Rehabilitation Students' Perspectives on Different Learning PracticesMarmara Üniversitesi Sağlık Bilimleri Fakültesi Fizyoterapi ve Rehabilitasyon Öğrencilerinin Farklı Öğrenme Uygulamalarına Bakış Açılarının Değerlendirilmesi. Tıp Eğitimi Dünyası 21:64, pages 75-90.
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Ramya Chandrasekaran, Shairah Radzi, Peh Zhen Kai, Preman Rajalingam, Jerome Rotgans & Sreenivasulu Reddy Mogali. (2022) A validated instrument measuring students' perceptions on plastinated and three‐dimensional printed anatomy tools. Anatomical Sciences Education 15:5, pages 850-862.
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Congcong Wen & Feng Hu. (2022) Investigating the Applicability of Alignment—A Monte Carlo Simulation Study. Frontiers in Psychology 13.
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Saurabh R. Shrivastava & Prateek S. Shrivastava. (2022) Team-Based Learning in Medical Colleges: Need, Scope, and the Potential Factors for Successful Implementation. Ibnosina Journal of Medicine and Biomedical Sciences 14:01, pages 041-044.
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Hong An Andrew Seet, Emmanuel Tan & Preman Rajalingam. (2022) Effect of Seating Arrangement on Class Engagement in Team-based Learning: a Quasi-Experimental Study. Medical Science Educator 32:1, pages 229-237.
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Hee Young Kang & Hae Ran Kim. (2021) Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning. BMC Medical Education 21:1.
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Jerome I. Rotgans & Jennifer A. Cleland. (2021) Dyadic explanations during preparatory self‐study enhance learning: A randomised controlled study. Medical Education 55:9, pages 1091-1099.
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Kate R. Millar, Michael D. Reid, Preman Rajalingam, Claire A. Canning, Omid Halse, Naomi Low‐Beer & Amir H. Sam. (2021) Exploring the feasibility of using very short answer questions (VSAQs) in team‐based learning (TBL). The Clinical Teacher 18:4, pages 404-408.
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Roko Žaja, Hana Brborović, Dominik Oroz, Katarina Zahariev Vukšinić, Marija Bubaš, Tajana Božić & Milan Milošević. (2021) Knowledge of and attitudes to occupational and sports medicine among medical students in Zagreb, Croatia. Archives of Industrial Hygiene and Toxicology 72:2, pages 135-139.
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Anuradha MokkapatiDrDr. (2021) TEAM BASED LEARNING AS AN EFFECTIVE INTERACTIVE TEACHING TOOL- A CROSS SECTIONAL COMPARATIVE STUDY. GLOBAL JOURNAL FOR RESEARCH ANALYSIS, pages 63-65.
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Greg C. Restall & Michele C. Clark. (2021) Team‐based learning and the community of inquiry model. New Directions for Teaching and Learning 2021:165, pages 65-76.
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Mihaela-Elena Ulmeanu, Cristian-Vasile Doicin & Paulina Spânu. (2021) Comparative Evaluation of Sustainable Framework in STEM Intensive Programs for Secondary and Tertiary Education. Sustainability 13:2, pages 978.
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Muhammad Raihan Jumat, Peiyan Wong, Ke Xiang Foo, Irene Cheng Jie Lee, Suzanne Pei Lin Goh, Sashikumar Ganapathy, Thean Yen Tan, Alwin Hwai Liang Loh, Yen Ching Yeo, Yinxia Chao, Lionel Tim-Ee Cheng, Siang Hui Lai, Sok Hong Goh, Scott Compton & Nian Chih Hwang. (2020) From Trial to Implementation, Bringing Team-Based Learning Online—Duke-NUS Medical School’s Response to the COVID-19 Pandemic. Medical Science Educator 30:4, pages 1649-1654.
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Sreenivasulu Reddy Mogali, Jerome I. Rotgans, Lucy Rosby, Michael Alan Ferenczi & Naomi Low Beer. (2019) Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students’ Performance and Drive for Learning?. Anatomical Sciences Education 13:5, pages 581-590.
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Jennifer Cleland, Emmanuel Chee Ping Tan, Khum Ying Tham & Naomi Low-Beer. (2020) How Covid-19 opened up questions of sociomateriality in healthcare education. Advances in Health Sciences Education 25:2, pages 479-482.
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Lishan Yang & Preman Rajalingam. (2019) Are Two Teachers Better than One? Team Teaching in TBL. Medical Science Educator 30:1, pages 643-647.
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Henk G. SchmidtJerome I. RotgansPreman RajalingamNaomi Low-Beer. (2019) A Psychological Foundation for Team-Based Learning: Knowledge Reconsolidation. Academic Medicine 94:12, pages 1878-1883.
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Ying Yun Juliana Koh, Jerome I. Rotgans, Preman Rajalingam, Paul Gagnon, Naomi Low-Beer & Henk G. Schmidt. (2019) Effects of graded versus ungraded individual readiness assurance scores in team-based learning: a quasi-experimental study. Advances in Health Sciences Education 24:3, pages 477-488.
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