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Medical Teacher Volume 19, 1997 - Issue 1
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Original Article

The effect of student- and teacher-centred small-group learning in medical school on knowledge acquisition, retention and application

Joseph C. Kolars University of Michigan Medical Centre, Ann Arbor, USA
,
Larry D. Gruppen University of Michigan Medical Centre, Ann Arbor, USACorrespondence[email protected]
,
Peter G. Traber University of Michigan Medical Centre, Ann Arbor, USA
,
Marilynn E. Paine University of Michigan Medical Centre, Ann Arbor, USA
,
Wayne K. Davis University of Michigan Medical Centre, Ann Arbor, USA
&
James O. Woolliscroft University of Michigan Medical Centre, Ann Arbor, USA
Pages 53-57 | Published online: 03 Jul 2009

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Read on this site (1)

Khalid M Alshamrani, Muhammad A Khan & Sarah Alyousif. (2021) Assessment of Radiological Sciences Students’ and Interns’ Long-Term Retention of Theoretical and Practical Knowledge: A Longitudinal Panel Study. Advances in Medical Education and Practice 12, pages 1549-1559.
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Articles from other publishers (1)

Jonathan Kibble, Penelope A. Hansen & Loren Nelson. (2006) Use of modified SOAP notes and peer-led small-group discussion in a Medical Physiology course: addressing the hidden curriculum. Advances in Physiology Education 30:4, pages 230-236.
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