Citations (116)
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Ahmad Fliah Hassan, Faaiz Yaqub Alhamdani, Hani Radhi & Hashim Mueen Hussein. (2023) Domains of Students’ Concerns in Oral Diagnosis and Surgery Clinic. Clinical, Cosmetic and Investigational Dentistry 15, pages 157-163.
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Bin Han, Feng Zang, Juan Liu, Songqin Li, Weihong Zhang, Yongxiang Zhang & Zhanjie Li. (2022) Effect Analysis of “Four-Step” Training and Assessment Tool in the Prevention and Control of COVID-19. Infection and Drug Resistance 15, pages 1247-1257.
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Mario Alberto de la Puente Pacheco, Dick Guerra Florez, Carlos Mario de Oro Aguado & Humberto Llinas Solano. (2021) Does Project-Based Learning work in different local contexts? A Colombian Caribbean case study. Educational Review 73:6, pages 733-752.
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Marilyn Leif, Natali Semarad, Vaishnavi Ganesan, Kevin Selting, Justin Burr, Austin Svec, Peggy Clements & Geoffrey Talmon. (2019) The Quality Of Evidence In Preclinical Medical Education Literature: A Systematic Review. Advances in Medical Education and Practice 10, pages 925-933.
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Abdulaziz Abdulrahman Aldayel, Abdulrahman Omar Alali, Ahmed Abdullah Altuwaim, Hamad Abdulaziz Alhussain, Khalid Ahmed Aljasser, Khalid A Bin Abdulrahman, Majed Obaid Alamri & Talal Ayidh Almutairi. (2019) Problem-based learning: medical students’ perception toward their educational environment at Al-Imam Mohammad Ibn Saud Islamic University. Advances in Medical Education and Practice 10, pages 95-104.
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Hui-Chen Lin & Gwo-Jen Hwang. (2019) Research trends of flipped classroom studies for medical courses: a review of journal publications from 2008 to 2017 based on the technology-enhanced learning model. Interactive Learning Environments 27:8, pages 1011-1027.
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Mario Alberto de la Puente Pacheco, Dick Guerra, Carlos Mario de Oro Aguado & Callum Alexander McGarry. (2019) Undergraduate students’ perceptions of Project-Based Learning (PBL) effectiveness: A case report in the Colombian Caribbean. Cogent Education 6:1.
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Samira S Bamuhair, Ali I Al Farhan, Alaa Althubaiti, Saeed ur Rahman & Hanan M Al-Kadri. (2016) Class attendance and cardiology examination performance: a study in problem-based medical curriculum. International Journal of General Medicine 9, pages 1-5.
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Rabia Ahmed, Ameer Farooq, Dale Storie, Lisa Hartling & Anna Oswald. (2016) Building capacity for education research among clinical educators in the health professions: A BEME (Best Evidence Medical Education) Systematic Review of the outcomes of interventions: BEME Guide No. 34. Medical Teacher 38:2, pages 123-136.
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Betty Onyura, Lindsay Baker, Blair Cameron, Farah Friesen & Karen Leslie. (2016) Evidence for curricular and instructional design approaches in undergraduate medical education: An umbrella review. Medical Teacher 38:2, pages 150-161.
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Lynn Jaffe, Robert Gibson & Mariana D'Amico. (2015) Process-Oriented Guided-Inquiry Learning: A Natural Fit for Occupational Therapy Education. Occupational Therapy In Health Care 29:2, pages 115-125.
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Seyed-Foad Ahmadi, Hamid R Baradaran & Emad Ahmadi. (2015) Effectiveness of teaching evidence-based medicine to undergraduate medical students: A BEME systematic review. Medical Teacher 37:1, pages 21-30.
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Rho Henry Olaisen, Cheryl Mariscal-Hergert, Alissa Shaw, Cecilia Macchiavelli & Joanna Marsheck. (2014) Evaluation of an interprofessional educational curriculum pilot course for practitioners working with post-stroke patients. Journal of Interprofessional Care 28:2, pages 160-162.
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Diana W. L. Ho, Tara L. Whitehill & Valter Ciocca. (2014) Performance of speech-language pathology students in problem-based learning tutorials and in clinical practice. Clinical Linguistics & Phonetics 28:1-2, pages 102-116.
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Mim Fatmi, Lisa Hartling, Tracey Hillier, Sandra Campbell & Anna E. Oswald. (2013) The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30. Medical Teacher 35:12, pages e1608-e1624.
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Keith E. Littlewood, Ashley M. Shilling, Christopher J. Stemland, Elisabeth B. Wright & Mark A. Kirk. (2013) High-fidelity simulation is superior to case-based discussion in teaching the management of shock. Medical Teacher 35:3, pages e1003-e1010.
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WilliamJ. Pluta, BoydF. Richards & Andrew Mutnick. (2013) PBL and Beyond: Trends in Collaborative Learning. Teaching and Learning in Medicine 25:sup1, pages S9-S16.
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Patricia Hrynchak & Helen Batty. (2012) The educational theory basis of team-based learning. Medical Teacher 34:10, pages 796-801.
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Cody Nelson, Lisa Hartling, Sandra Campbell & Anna E. Oswald. (2012) The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21. Medical Teacher 34:6, pages e386-e405.
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Abdullah A. Alghasham. (2012) Effect of students’ learning styles on classroom performance in problem-based learning. Medical Teacher 34:sup1, pages S14-S19.
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Gill Morrow, Neil Johnson, Bryan Burford, Charlotte Rothwell, John Spencer, Ed Peile, Carol Davies, Maggie Allen, Beate Baldauf, Jill Morrison & Jan Illing. (2012) Preparedness for practice: The perceptions of medical graduates and clinical teams. Medical Teacher 34:2, pages 123-135.
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Alexandra O’Dunn-Orto, Lisa Hartling, Sandra Campbell & Anna E. Oswald. (2012) Teaching musculoskeletal clinical skills to medical trainees and physicians: A Best Evidence in Medical Education systematic review of strategies and their effectiveness: BEME Guide No. 18. Medical Teacher 34:2, pages 93-102.
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Adelaida M. Castro-Sánchez, María Encarnación ME Aguilar-Ferrándiz, Guillermo A Ga Matarán-Peñarrocha, Alberto A Iglesias-Alonso, Maria Jesus MJ Fernández-Fernández & Carmen C Moreno-Lorenzo. (2012) Problem based learning approaches to the technology education of physical therapy students. Medical Teacher 34:1, pages e29-e45.
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