4,634
Views
44
CrossRef citations to date
0
Altmetric
Twelve Tips

Enhancing learning approaches: Practical tips for students and teachers

, &
Pages 433-443 | Published online: 15 Mar 2013

References

  • Abraham RR, Kamath A, Upadhya S, Ramnarayan K. Learning approaches to physiology of undergraduates in an Indian medical school. Med Educ 2006; 40: 916–923
  • Azer SA. Facilitation of students’ discussion in problem-based learning tutorials to create mechanisms: The use of five key questions. Ann Acad Med Singapore 2005; 34(8)492–498
  • Azer SA. Navigating problem-based learning. Churchill Livingstone (Elsevier Australia), Sydney 2008a
  • Azer SA. Use of portfolio by medical students: Significance of critical thinking. Kaohsiung J Med Sci 2008b; 24(7)361–366
  • Belloni FL. Teaching the principles of haemodynamics. Am J Physiol Adv Edu 1999; 22: S187–S202
  • Biggs J. Approaches to learning: Nature and measurement of. The international encyclopaedias of education2nd, T Huser, TN Postlethwaite. Pergamon, Oxford, UK 1994; 1: 319–322
  • Busari JO. Revisiting analogy as an educational tool-PBL and game of basketball. Med Educ 2000; 34: 1029–1031
  • Ericsson KA, Krampe RT, Tesch-Romer C. The role of deliberate practice in the acquistion of expert performance. Pysch Rev 1993; 100: 363–406
  • Facione PA, Facione NC. CCTDI: A disposition inventory-insight assessment. California Academic Press, Millbrae, CA 1992
  • Genter D, MarKman AB. Structure mapping in analogy and similarity. Am Psychol 1997; 52: 45–56
  • Gibbs G. Improving student learning: Theory and practice. The Oxford Centre for Staff Development, Oxford 1994
  • Gleason B, Peeters MJ, Resman-Targoff BH, Karr S, McBane S, Kelley K, Thomas T, Denetclaw TH. An active-learning strategies primer for achieving ability-based educational outcomes. Am J Pharm Educ 2011; 75(9)1–12
  • Graig SD, Sullins J, Witherspoon A, Gholson B. Deep level reasoning questions effect: The role of dialogue and deep-level reasoning questions vicarious learning. Cogn Instr 2006; 24: 563–589
  • Guerrero APS. Mechanistic case diagramming: A tool for problem-based learning. Acad Med 2001; 76: 385–389
  • Heijne-Penninga M, Kuks JB, Hofman WH, Cohen-Schotanus J. Influences of deep learning, need for cognition and preparation time on open- and closed-book test performance. Med Educ 2010; 44(9)884–891
  • Kolb DA. Experiential learning: Experience as the source of learning and development. Prentice Hall, Englewood Cliffs, NJ 1984
  • LaCombe MA. On bedside teaching. Ann Intern Med 1997; 126: 217–220
  • Larsen DP, Butler AC, Roediger HI, 3rd. Repeated testing improves long-term retention relative to repeated study: A randomised controlled trial. Med Educ 2009; 43(12)1174–1181
  • Levine AI, Schwartz AD, Bryson EO, Demaria S, Jr. Role of simulation in U.S. physician licensure and certification. Mt Sinai J Med 2012; 79(1)140–153
  • Lew MD, Schmidt HG. Self-reflection and academic performance: Is there a relationship?. Adv Health Sci Educ 2011; 16(4)529–545
  • Lichtenthaler FW. 100 years “Schussel-Schloss-Prinzip”: What made Emil Fisher use this analogy?. Angew Chem Int Ed Engl 1994; 33: 2364–2374
  • Marton F, Saljo R. On qualitative differences in learning, outcome and process I. Br J Educ Psychol 1976; 46: 4–11
  • McNamara DS. Strategies to read and learn: Overcoming learning by consumption. Med Educ 2010; 44(4)340–346
  • Metcalfe J. Metacognitive judgements and control of study. Curr Dir Psychol Sci 2009; 18: 159–163
  • Milan FB, Dyche L, Fletcher J. How am I doing? Teaching medical students to elicit feedback during their clerkship. Med Teach 2011; 33: 904–910
  • Norcini J. The power of feedback. Med Educ 2010; 44(1)16–17
  • Norton CS, Dickens TE. Do approaches to learning courses improve student learning strategies?. Improving student learning through assessment and evaluation, G Gibbs. The Oxford Centre for Staff Development, Oxford 1995; 422–425
  • Novak JD. The promise of new ideas and new technology for improving teaching and learning. Cell Biol Educ 2003; 2: 122–132
  • Okuda Y, Bryson EO, DeMaria S, Jr, Jacobson L, Quinones J, Shen B, Levine AI. The utility of simulation in medical education: What is the evidence?. Mt Sinai J Med 2009; 76(4)330–343
  • Profetto-McGrath J. The relationship of critical thinking skills and critical thinking dispositions of baccalaureate nursing students. J Adv Nurs 2003; 43(6)569–577
  • Sandars J. The use of reflection in medical education: AMEE Guide No 44. Med Teach 2009; 31: 685–695
  • Sandars J, Cleary TJ. Self-regulation theory: Application to medical education: AMEE Guide No. 58. Med Teach 2011; 33: 875–886
  • Schank RC, Berman TR, Macpherson KA. Learning by doing, Chapter 8. Instructional-design theories and models: A new paradigm of instructional theory, CM Reigeluth. Lawrence Erlbaum Associates, Mahwah, NJ 1999; II: 161–181
  • Scheffer BK, Rubenfeld MG. A consensus statement on critical thinking in nursing. J Nurs Educ 2000; 39(8)352–359
  • Simpson E, Courtney M. Critical thinking in nursing education: Literature review. Int J Nurs Pract 2002; 8: 89–98
  • Sircar SS, Tandon OP. Teaching nerve conduction to undergraduate: The “traveling flame” analogy revisited. Am J Physiol 1996; 270: S78–S80
  • Snelgrove SR. Approaches to learning of student nurses. Nurse Educ Today 2004; 24(8)605–614
  • Snelgrove S, Slater J. Approaches to learning: Psychometric testing of a study process questionnaire. J Adv Nurs 2003; 43(5)496–505
  • Sobral DT. Cross-year peer tutoring experience in a medical school: Conditions and outcomes for student tutors. Med Educ 2002; 36(11)1064–1070
  • Stavrianeas S, Silverstein T. Teaching glycolysis regulation to undergraduates using an electrical power generation analogy. Adv Physiol Educ 2005; 29: 128–136
  • Swain DP. The beaver pond analogy of blood glucose control. Adv Physiol Educ 1999; 21: S69–S73
  • Visschers-Pleijers AJSF, Dolmans DHJM, de Grave WS, Wolfhagen IHAP, Jacobs JA, van der Vleuten CPM. Student perceptions about the characteristics of an effective discussion during the reporting phase in problem-based learning. Med Educ 2006; 40: 924–931
  • Wang-Cheng RM, Barnas GP, Sigmann P, Riendl PA, Young MJ. Bed-side case presentations: Why patients like them but learners don’t. J Gen Intern Med 1989; 4: 284–287
  • Zhang M, Lundeberg M, McConnell TJ, Koehler MJ, Eberhardt J. Using questioning to facilitate discussion of science teaching problems in teacher professional development. Interdiscip J Problem-based Learn 2010; 4(1)57–82

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.