Citations (31)
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Qinxu Jiang, Mantak Yuen & Hugo Horta. (2024) Coping Strategies of Failing International Medical Students in Two Chinese Universities: A Qualitative Study. Teaching and Learning in Medicine 36:2, pages 123-133.
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Benjamin H. L. Harris, Samuel R. L. Harris, Jason L. Walsh, Christopher Pereira, Susannah M. Black, Vincent E. S. Allott, Ashok Handa & Harish Thampy. (2024) Twelve tips for designing and implementing peer-led assessment writing schemes in health professions education. Medical Teacher 0:0, pages 1-8.
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Avril Dewar, David Hope, Alan Jaap & Helen Cameron. (2021) Predicting failure before it happens: A 5-year, 1042 participant prospective study. Medical Teacher 43:9, pages 1039-1043.
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Daniela Keren, Jocelyn Lockyer, Martina Kelly, Nancy Chick & Rachel H. Ellaway. (2020) In Our Own Time: Medical Students’ Informal Social Studying and Learning. Teaching and Learning in Medicine 32:4, pages 353-361.
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Miriam Lacasse, Marie-Claude Audétat, Élisabeth Boileau, Nathalie Caire Fon, Marie-Hélène Dufour, Marie-Claude Laferrière, Alexandre Lafleur, Ève La Rue, Shirley Lee, Mathieu Nendaz, Emmanuelle Paquette Raynard, Caroline Simard, Yvonne Steinert & Johanne Théorêt. (2019) Interventions for undergraduate and postgraduate medical learners with academic difficulties: A BEME systematic review: BEME Guide No. 56. Medical Teacher 41:9, pages 981-1001.
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Terry D. Stratton & Carol L. Elam. (2014) A holistic review of the medical school admission process: examining correlates of academic underperformance. Medical Education Online 19:1.
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Kalman A. Winston, Cees P. M. van der Vleuten & Albert J. J. A. Scherpbier. (2014) Prediction and prevention of failure: An early intervention to assist at-risk medical students. Medical Teacher 36:1, pages 25-31.
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Karen M. Stegers-Jager, Janke Cohen-Schotanus & Axel P.N. Themmen. (2013) The effect of a short integrated study skills programme for first-year medical students at risk of failure: A randomised controlled trial. Medical Teacher 35:2, pages 120-126.
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Kalman A. Winston, Cees P.M. Van Der Vleuten & Albert J.J.A. Scherpbier. (2012) The role of the teacher in remediating at-risk medical students. Medical Teacher 34:11, pages e732-e742.
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Kalman A. Winston, Cees P. M. Van der Vleuten & Albert J. J. A. Scherpbier. (2010) An investigation into the design and effectiveness of a mandatory cognitive skills programme for at-risk medical students. Medical Teacher 32:3, pages 236-243.
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Articles from other publishers (21)
Arlene Mannion, Rory Coyne, Chiara Ferrari, Melike Neşeli, Ciara McGee, Sumeyye Mollaoglu & Geraldine Leader. (2023) Personalized System of Instruction in Higher Education: A Systematic Review. Journal of Behavioral Education.
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Xuehan Zhou, Qiujie Li, Di Xu, Amanda Holton & Brian K. Sato. (2023) The promise of using study-together groups to promote engagement and performance in online courses: Experimental evidence on academic and non-cognitive outcomes. The Internet and Higher Education 59, pages 100922.
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Henry To, Ashleigh Cargill, Stephen Tobin & Debra Nestel. (2021) Remediation for surgical trainees: recommendations from a narrative review. ANZ Journal of Surgery 91:6, pages 1117-1124.
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HyeRin Roh. (2021) Utilization and Effects of Peer‐Assisted Learning in Basic Medical Education. Korean Medical Education Review 23:1, pages 11-22.
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Joseph R. GeraghtyRaechelle G. OcampoSherry LiangKimberly E. Ona AyalaKathleen HiltzHaley McKissackAbbas HyderiMichael S. Ryan. (2020) Medical Students’ Views on Implementing the Core EPAs: Recommendations From Student Leaders at the Core EPAs Pilot Institutions. Academic Medicine 96:2, pages 193-198.
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Jane McCartney & Shirley-Anne Boschmans. (2020) Evaluation of an intervention to support the development of clinical problem solving skills during a hospital-based experiential learning program for South African pharmacy students. Currents in Pharmacy Teaching and Learning 12:5, pages 590-601.
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Boris Zhang, Sarah Kim, Yaoyi Xiao, Cody Damman, Kevin Kelly, Danielle Fitzpatrick, Candace Anderson, Meagan Reynoldson, Brenda S. Bray, Angela S. Stewart, Sayed S. Daoud & Connie M. Remsberg. (2020) A student initiative to implement peer-led study groups for a pharmacogenomics course: Evaluation of student performance and perceptions. Currents in Pharmacy Teaching and Learning 12:5, pages 549-557.
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Calvin L. Chou, Adina Kalet, Manuel Joao Costa, Jennifer Cleland & Kalman Winston. (2019) Guidelines: The dos, don’ts and don’t knows of remediation in medical education. Perspectives on Medical Education 8:6, pages 322-338.
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Masego B Kebaetse, Maikutlo Kebaetse, Gaonyadiwe G Mokone, Oathokwa Nkomazana, Mpho Mogodi, John Wright, Rosemary Falama & Elizabeth Park. (2018) Learning support interventions for Year 1 medical students: a review of the literature. Medical Education 52:3, pages 263-273.
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Daniela Keren, Jocelyn Lockyer & Rachel H. Ellaway. (2017) Social studying and learning among medical students: a scoping review. Perspectives on Medical Education 6:5, pages 311-318.
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Tyler D. Hoskins, J. D. Gantz, Blake R. Chaffee, Kel Arlinghaus, James Wiebler, Michael Hughes & Joyce J. Fernandes. (2017) Effectiveness of a Low-Cost, Graduate Student–Led Intervention on Study Habits and Performance in Introductory Biology. CBE—Life Sciences Education 16:3, pages ar43.
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Lotte Dyhrberg O’Neill, Anne Mette Morcke & Berit Eika. (2016) The validity of student tutors’ judgments in early detection of struggling in medical school. A prospective cohort study. Advances in Health Sciences Education 21:5, pages 1061-1079.
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Karen M Stegers-Jager, Axel P N Themmen, Janke Cohen-Schotanus & Ewout W Steyerberg. (2015) Predicting performance: relative importance of students’ background and past performance. Medical Education 49:9, pages 933-945.
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Cynthia J. Miller. (2014) Implementation of a study skills program for entering at-risk medical students. Advances in Physiology Education 38:3, pages 229-234.
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Kalman A Winston, Cees PM Van Der Vleuten & Albert JJA Scherpbier. (2013) Remediation of at-risk medical students: theory in action. BMC Medical Education 13:1.
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Roy E. StrowdIIIIII, H. Randall Beard, Barbara Gorney, Gregory B. Russell & Ann Lambros. (2014) The Impact of Process-Oriented Preparation on High-Stakes Testing in Medical School. Medical Science Educator 23:4, pages 588-594.
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B. F. Mulder, M. H. Erich, J. C. C. Borleffs, A. F. Elgersma & J. Cohen-Schotanus. (2012) Faculty and student perceptions of the feasibility of individual student–faculty meetings. Perspectives on Medical Education 1:2, pages 86-91.
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Pamela C. Williams, Anna Cherrie Epps & Sametria McCammon. (2011) The Strategic Impact of a Changing Curriculum and Learning Environment on Medical Students' Academic Performance. Journal of the National Medical Association 103:9-10, pages 802-810.
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Steven A Lieberman, Michael A Ainsworth, Gregory K Asimakis, Lauree Thomas, Lisa D Cain, Melodee G Mancuso, Jeffrey P Rabek, Ni Zhang & Ann W Frye. (2010) Effects of comprehensive educational reforms on academic success in a diverse student body. Medical Education 44:12, pages 1232-1240.
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Kalman A Winston, Cees P M Van Der Vleuten & Albert J J A Scherpbier. (2010) At-risk medical students: implications of students’ voice for the theory and practice of remediation. Medical Education 44:10, pages 1038-1047.
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Steven A. Lieberman, Ann W. Frye, Lauree Thomas, Jeffrey P. Rabek & Garland D. Anderson. (2008) Comprehensive Changes in the Learning Environment: Subsequent Step 1 Scores of Academically At-Risk Students. Academic Medicine 83:Supplement, pages S49-S52.
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