Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Alwyn J. N. Louw"'
Publikováno v:
The Clinical Teacher. 18:147-151
Background Varied and limited opportunities to assist during operations, hamper surgical procedural training. Furthermore, the trainee's view of the procedure differs from that of the operating surgeon. New solutions could emerge when instruction und
Publikováno v:
Health Professions Education, Vol 3, Iss 2, Pp 85-98 (2017)
Purpose Feedback within a problem-based learning tutorial can only influence learning if it is efficiently utilized. The purpose of this study was to explore perceived factors that influence student utilization of facilitator feedback within a proble
Autor:
Timothy E Nottidge, Alwyn J. N. Louw
Publikováno v:
African Journal of Health Professions Education, Vol 9, Iss 1, Pp 29-33 (2017)
Background. Self-directed learning (SDL) is the essential mechanism of lifelong learning, which, in turn, is required for medical professionals to maintaincompetency because of advancing technology and constantly evolving disease care and contexts. Y
Publikováno v:
African Journal of Health Professions Education, Vol 9, Iss 1, Pp 34-38 (2017)
African Journal of Health Professions Education; Vol 9, No 1 (2017); 34-38
African Journal of Health Professions Education; Vol 9, No 1 (2017); 34-38
Background. Problem-based learning (PBL) has been adopted across many health professions training institutions. Small-group student tutorials are a major component of PBL. Facilitator feedback during a tutorial is a key activity to promote self-regul
Publikováno v:
African Journal of Health Professions Education, Vol 8, Iss 1, Pp 15-19 (2016)
African Journal of Health Professions Education; Vol 8, No 1 (2016); 15-19
African Journal of Health Professions Education; Vol 8, No 1 (2016); 15-19
Background. Curriculum review is a dynamic, iterative process, and the effect of change may not always be wholly predictable. At Stellenbosch University,\ud Cape Town, South Africa, revision of the MB,ChB curriculum was undertaken to meet enhanced an
Publikováno v:
South African Journal of Physiotherapy, Vol 75, Iss 1, Pp e1-e7 (2019)
The South African Journal of Physiotherapy
The South African Journal of Physiotherapy
Background Central to clinical education is the teaching–learning (T-L) relationship that evolves between the clinical educator (CE) and the student. Within this T-L relationship, CEs may be expected to fulfil dual roles as mentors and assessors of
Publikováno v:
South African Journal of Physiotherapy, Vol 73, Iss 1, Pp e1-e8 (2017)
The South African Journal of Physiotherapy
The South African Journal of Physiotherapy
Background: Clinical education is widely considered to be the cornerstone of health care professionals’ education. Clinical educators (CEs) fulfil many roles and act as both mentors and assessors in the learning process of students’ undergraduate
Publikováno v:
BMC Medical Education
Background Feedback delivery within a Problem Based Learning tutorial is a key activity for facilitators in order to enhance student learning. The purpose of this study was to explore students’ experiences of feedback delivery in a PBL tutorial and
Autor:
L. Keiller, Alwyn J. N. Louw
Publikováno v:
South African Journal of Physiotherapy, Vol 69, Iss 1 (2013)
The aim of this study was to investigate the approaches toward learning of undergraduate Physiotherapy students in a PBl module to enhance facilitation of learning at the Stellenbosch University, Division of Physiotherapy in South Africa. This quanti