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Marta Fonseca, Pedro Marvão, Beatriz Oliveira, Bruno Heleno, Pedro Carreiro-Martins, Nuno Neuparth & António Rendas. (2023) The effectiveness of concept mapping as a tool for developing critical thinking in undergraduate medical education – a BEME systematic review: BEME Guide No. 81. Medical Teacher 0:0, pages 1-14.
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Jian-Wen Fang, Li-Yuan He, Gwo-Jen Hwang, Xiu-Wei Zhu, Chu-Nu Bian & Qing-Ke Fu. (2022) A concept mapping-based self-regulated learning approach to promoting students’ learning achievement and self-regulation in STEM activities. Interactive Learning Environments 0:0, pages 1-23.
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Cornelia Stiller & Matthias Wilde. Full-Structured or Supported by Incremental Scaffolds? Effects on Perceived Competence and Motivation. The Journal of Experimental Education 0:0, pages 1-22.
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Alleiah Madlangbayan HernandezMa. Lourdes Hamoy PacaldoTrinette Chang ColinaNica Angela Forcadela AliolaAlexandria Ma. Louise Bincal BlinJustine Marice Montesines ColigadoAdrian Philip Gamit Del RioNikka Janela Magdaong HiramiaLeah Anne Dela Cruz RullKaran Ferizz Congzon Songco. (2023) Self-regulation Perceptions of Dental Students. Academic Bulletin of Mental Health 1, pages 23-25.
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Flavia Aurelia Hidajat. (2023) A comparison between problem-based conventional learning and creative problem-based learning on self-regulation skills: Experimental study. Heliyon 9:9, pages e19512.
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Kamran Ali, Alaa Daud, Raidan Ba Hattab, Nebu Philip, Manal Matoug‐Elwerfelli, Lamiya Anweigi, Jumma Al Khabuli & Xiangyun Du. (2022) Development of self‐regulation amongst dental students in problem‐based learning curricula: A qualitative study. European Journal of Dental Education 27:2, pages 388-395.
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Kayoko Takeda Mamiya, Kiyoshi Takahashi, Tatsuyuki Iwasaki & Tetsumi Irie. (2023) Japanese Pharmacists’ Perceptions of Self-Development Skills and Continuing Professional Development. Pharmacy 11:2, pages 73.
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Titilola M Afolabi, Elizabeth K Pogge, Nicole K Early, Suzanne Larson, Jane Stein, Laura Hanson, Tara Storjohann, Erin Raney & Lindsay E Davis. (2022) Evaluating the impact of integrating SMART goal setting in preceptor development using the Habits of Preceptors Rubric. American Journal of Health-System Pharmacy 79:14, pages 1180-1191.
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Reem Abraham, Lavinia Shamugam, Thurgai Sehgar, Rozalind Romeli & Bavani Manogran. (2019) Relationship between learning goals set by undergraduate medical students at the commencement and learning outcomes achieved at the end of early clinical phase. Journal of Datta Meghe Institute of Medical Sciences University 14:3, pages 235.
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Tony A Slieman & Troy Camarata. (2019) Case-Based Group Learning Using Concept Maps to Achieve Multiple Educational Objectives and Behavioral Outcomes. Journal of Medical Education and Curricular Development 6, pages 238212051987251.
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Mieke Boon & Sophie Van Baalen. (2018) Epistemology for interdisciplinary research – shifting philosophical paradigms of science. European Journal for Philosophy of Science 9:1.
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Yongxia Ding & Peili Zhang. (2018) Practice and effectiveness of web-based problem-based learning approach in a large class-size system: A comparative study. Nurse Education in Practice 31, pages 161-164.
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