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Teaching and Learning in Medicine
An International Journal
Volume 28, 2016 - Issue 4
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Exploring the Role of Peer Advice in Self-Regulated Learning: Metacognitive, Social, and Environmental Factors

Hanin RashidDepartment of Psychiatry, Rutgers Robert Wood Johnson Medical School, New Brunswick, New Jersey, USA
,
Robert LebeauCognitive Skills Program, Rutgers Robert Wood Johnson Medical School, New Brunswick, New Jersey, USA
,
Norma SaksCognitive Skills Program, Rutgers Robert Wood Johnson Medical School, New Brunswick, New Jersey, USA
,
Anna T. CiancioloDepartment of Medical Education, Southern Illinois University School of Medicine, Springfield, Illinois, USACorrespondence[email protected]
View further author information
,
Anthony R. ArtinoDepartment of Medicine, Uniformed Services University of Health Sciences, Bethesda, Maryland, USAView further author information
,
Judy A. SheaDepartment of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USAView further author information
&
Olle ten CateCenter for Research and Development of Education, Utrecht University, Utrecht, The NetherlandsView further author information
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Pages 353-357 | Published online: 04 Oct 2016

Citations (7)

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Read on this site (1)

Kelly Huang, David Mak, Frederic W. Hafferty & Kevin W. Eva. (2022) The Advice Given During Near-Peer Interactions Before and After Curriculum Change. Teaching and Learning in Medicine 34:4, pages 351-359.
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Articles from other publishers (6)

Luis Carlos Domínguez, Claudia Marcela Mora & Jorge Alberto Restrepo. (2023) “Learning to learn” in the Extended Inverted Classroom: An evaluation of the effects of interactive teaching on knowledge and cognitive regulation in medical students. Revista Colombiana de Psiquiatría (English ed.) 52:4, pages 314-319.
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Luis Carlos Domínguez, Claudia Marcela Mora & Jorge Alberto Restrepo. (2023) «Aprendiendo a aprender» en el Aula Invertida Extendida: una evaluación sobre los efectos de la enseñanza interactiva en el conocimiento y la regulación cognitiva de estudiantes de Medicina. Revista Colombiana de Psiquiatría 52:4, pages 314-319.
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Santorino Data, Dube Mirette, Moses Cherop, Francis Bajunirwe, Catherine Kyakwera, Traci Robinson, Najjuma N. Josephine, Lenard Abesiga, Tamara Namata, Jennifer L. Brenner, Nalini Singhal, Margaret Twine, Ian Wishart, Heather McIntosh & Adam Cheng. (2022) Peer Learning and Mentorship for Neonatal Management Skills: A Cluster-Randomized Trial. Pediatrics 150:2.
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Erin Finn, Fred Ayres, Stephen Goldberg & Michael Hortsch. (2022) Brave new E‐world: Medical students’ preferences for and usage of electronic learning resources during two different phases of their education. FASEB BioAdvances 4:5, pages 298-308.
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Zahra Bouchkioua & Latifa Mokhlesse. (2021) Motivation to Learning: Toward Achievement. Psychology 12:03, pages 462-476.
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Gamaliel Gonzales, Roselyn Gonzales, Felix Costan & Celbert Himang. (2020) Dimensions of Motivation in Teaching: Relations with Social Support Climate, Teacher Efficacy, Emotional Exhaustion, and Job Satisfaction. Education Research International 2020, pages 1-10.
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