Citations (36)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (6)
Sarah R. Daniel & Michelle E. Jordan. (2015) Measuring Heedful Interrelating in Collaborative Educational Settings. International Journal of School & Educational Psychology 3:1, pages 25-36.
Read now
Read now
Jan G.M. Kooloos, Tim Klaassen, Mayke Vereijken, Sascha Van Kuppeveld, Sanneke Bolhuis & Marc Vorstenbosch. (2011) Collaborative group work: Effects of group size and assignment structure on learning gain, student satisfaction and perceived participation. Medical Teacher 33:12, pages 983-988.
Read now
Read now
Suo Jiang, Zheng Yan, Xiaodan Xie, Wenjie Tang, Fan Lu & Jincai He. (2010) Initial knowledge of medical professionalism among Chinese medical students. Medical Teacher 32:12, pages 961-970.
Read now
Read now
Pilar Pazos, Marina Micari & Gregory Light. (2010) Developing an instrument to characterise peer‐led groups in collaborative learning environments: assessing problem‐solving approach and group interaction. Assessment & Evaluation in Higher Education 35:2, pages 191-208.
Read now
Read now
Veena S. Singaram, Cees P. M. Van Der Vleuten, Henk Van Berkel & Diana H. J. M. Dolmans. (2010) Reliability and validity of a Tutorial Group Effectiveness Instrument. Medical Teacher 32:3, pages e133-e137.
Read now
Read now
Isaac D. Gukas, Samuel J. Leinster & Rob walker. (2010) Verbal and nonverbal indices of learning during problem-based learning (PBL) among first year medical students and the threshold for tutor intervention. Medical Teacher 32:1, pages e5-e11.
Read now
Read now
Articles from other publishers (30)
Rong Wang, Chuanyong Liu & Shu-Yong Zhang. (2023) The quality of group interactions in medical problem–based learning in China: the roles of intercultural sensitivity and group ethnic composition. BMC Medical Education 23:1.
Crossref
Crossref
Mulyati Sri Rahayu, Sri Wahyuni & Yuziani Yuziani. (2023) Relationship of Prior Knowledge and Scenario Quality With the Effectiveness of Problem-based Learning Discussion among Medical Students of Universitas Malikussaleh, Aceh, Indonesia. Malaysian Journal of Medicine and Health Sciences 19:4, pages 15-20.
Crossref
Crossref
Christopher W. Wiese, C. Shawn Burke, Yichen Tang, Claudia Hernandez & Ryan Howell. (2021) Team Learning Behaviors and Performance: A Meta-Analysis of Direct Effects and Moderators. Group & Organization Management 47:3, pages 571-611.
Crossref
Crossref
Maha Pervaz Iqbal, Gary M. Velan, Anthony J. O’Sullivan & Chinthaka Balasooriya. (2020) The collaborative learning development exercise (CLeD-EX): an educational instrument to promote key collaborative learning behaviours in medical students. BMC Medical Education 20:1.
Crossref
Crossref
Ikuo Shimizu, Makoto Kikukawa, Tsuyoshi Tada, Teiji Kimura, Robbert Duvivier & Cees van der Vleuten. (2020) Measuring social interdependence in collaborative learning: instrument development and validation. BMC Medical Education 20:1.
Crossref
Crossref
Martina Nieswandt, Elizabeth H. McEneaney & Renee Affolter. (2020) A framework for exploring small group learning in high school science classrooms: The triple problem solving space. Instructional Science 48:3, pages 243-290.
Crossref
Crossref
Herco T. H. Fonteijn & Diana H. J. M. Dolmans. 2019. The Wiley Handbook of Problem‐Based Learning. The Wiley Handbook of Problem‐Based Learning
199
220
.
H.Q. Chim, Pascal W.M. Van Gerven, Renate H.M. de Groot, Mirjam G.A. oude Egbrink, Roy H.J. Erkens & Hans H.C.M. Savelberg. (2019) The effects of standing tutorials on learning in undergraduate students: Study protocol. International Journal of Educational Research 98, pages 123-133.
Crossref
Crossref
Rike Bron, Maaike D. Endedijk, Ruth van Veelen & Bernard P. Veldkamp. (2018) The Joint Influence of Intra- and Inter-Team Learning Processes on Team Performance: A Constructive or Destructive Combination?. Vocations and Learning 11:3, pages 449-474.
Crossref
Crossref
J.R. Prieto García, D. Alarcón Rubio & C.B. Fernández Portero. (2018) Aprendizaje y evaluación de competencias en el alumnado universitario de Ciencias Sociales. REDU. Revista de Docencia Universitaria 16:1, pages 193.
Crossref
Crossref
Martina Nieswandt & Elizabeth McEneaney. (2018) Individual- and group-level effects on learning during engineering design tasks in high school biology (Fundamental).. Individual- and group-level effects on learning during engineering design tasks in high school biology (Fundamental)..
Rafael Crismán Pérez, José Mª Cardeñoso & Esther García-González. (2017) La evaluación del trabajo por proyectos por los estudiantes: un estudio a partir de un proyecto de innovación docente universitario. REDU. Revista de Docencia Universitaria 15:2, pages 35.
Crossref
Crossref
Maximilian Quoß, Stefan Rüttermann & Susanne Gerhardt-Szep. (2017) Cross-year peer-assisted learning using the inverted (“flipped”) classroom design: A pilot study in dentistry. Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen 126, pages 84-93.
Crossref
Crossref
Elizabeth McEneaney & Martina Nieswandt. (2017) The Critical Role of Group Affect in Engineering Design Tasks in High School Biology (Fundamental). The Critical Role of Group Affect in Engineering Design Tasks in High School Biology (Fundamental).
Benjamin L. Wiggins, Sarah L. Eddy, Leah Wener-Fligner, Karen Freisem, Daniel Z. Grunspan, Elli J. Theobald, Jerry Timbrook & Alison J. Crowe. (2017) ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom. CBE—Life Sciences Education 16:2, pages ar32.
Crossref
Crossref
Vida Gönc, Mateja Lorber & Jasmina Nerat. 2017. Teaching and Learning in Nursing. Teaching and Learning in Nursing.
S. B. Channon, R. C. Davis, N. T. Goode & S. A. May. (2016) What makes a ‘good group’? Exploring the characteristics and performance of undergraduate student groups. Advances in Health Sciences Education 22:1, pages 17-41.
Crossref
Crossref
Elizabeth McEneaney, GuoMiancheng Guo & Martina Nieswandt. (2017) Quality of small group work and learning outcomes in design-based science. Quality of small group work and learning outcomes in design-based science.
Maha Iqbal, Gary M. Velan, Anthony J. O’Sullivan & Chinthaka Balasooriya. (2016) Differential impact of student behaviours on group interaction and collaborative learning: medical students’ and tutors’ perspectives. BMC Medical Education 16:1.
Crossref
Crossref
Susanne Gerhardt-Szep, Florian Kunkel, Andreas Moeltner, Miriam Hansen, Anja Böckers, Stefan Rüttermann & Falk Ochsendorf. (2016) Evaluating differently tutored groups in problem-based learning in a German dental curriculum: a mixed methods study. BMC Medical Education 16:1.
Crossref
Crossref
Katrien Vangrieken, Filip Dochy & Elisabeth Raes. (2016) Team learning in teacher teams: team entitativity as a bridge between teams-in-theory and teams-in-practice. European Journal of Psychology of Education 31:3, pages 275-298.
Crossref
Crossref
Vida Gönc, Mateja Lorber & Jasmina Nerat. (2015) Zadovoljstvo študentov zdravstvene nege s problemskim učenjem. Obzornik zdravstvene nege 49:3.
Crossref
Crossref
Elisabeth Raes, Eva Kyndt, Stefan Decuyper, Piet Van den Bossche & Filip Dochy. (2015) An Exploratory Study of Group Development and Team Learning. Human Resource Development Quarterly 26:1, pages 5-30.
Crossref
Crossref
P Ravi Shankar, Atanu Nandy, Ramanan Balasubramanium & Soumitra Chakravarty. (2014) Small group effectiveness in a Caribbean medical school’s problem-based learning sessions. Journal of Educational Evaluation for Health Professions 11, pages 5.
Crossref
Crossref
Parul SharmaJyoti Sharma. (2013) A Confirmatory Factor Analysis of Dutch Work Addiction Scale (DUWAS). Global Business Review 14:2, pages 211-223.
Crossref
Crossref
Matti Aarnio, Sari Lindblom-Ylänne, Juha Nieminen & Eeva Pyörälä. (2012) Dealing with conflicts on knowledge in tutorial groups. Advances in Health Sciences Education 18:2, pages 215-230.
Crossref
Crossref
Vasudha Devi, Vinod Pallath, Chia Wue Benny Lim, Kok Mun Cheng, Jacinta Agnes Adward & De Zhi Law. (2012) Perceptions regarding the quality of group interactions during brainstorming session of problem-based learning (PBL) at Melaka Manipal Medical College (Manipal Campus), India. Education in Medicine Journal 4:2.
Crossref
Crossref
Jennifer M Walton & Yvonne Steinert. (2010) Patterns of interaction during rounds: implications for work-based learning. Medical Education 44:6, pages 550-558.
Crossref
Crossref
A Debbie C Jaarsma, Diana D H J M Dolmans, Arno M M Muijtjens, Tobias T B Boerboom, Peter van Beukelen & Albert J J A Scherpbier. (2009) Students’ and teachers’ perceived and actual verbal interactions in seminar groups. Medical Education 43:4, pages 368-376.
Crossref
Crossref
Diana H.J.M. Dolmans & Henk G. Schmidt. (2006) What Do We Know About Cognitive and Motivational Effects of Small Group Tutorials in Problem-Based Learning?. Advances in Health Sciences Education 11:4, pages 321-336.
Crossref
Crossref