Zobrazeno 1 - 10
of 1 545
pro vyhledávání: '"Peer-Assisted Learning"'
Publikováno v:
BMC Medical Education, Vol 24, Iss 1, Pp 1-11 (2024)
Abstract Background Academic Burnout (ABO) is prevalent among medical students and is characterized by mental and physical exhaustion, cynicism, and a sense of inadequacy. Informal Peer-Assisted Learning (IPAL) is recognized as an effective strategy
Externí odkaz:
https://doaj.org/article/5eb8bab2740f414caeeb91a041f9a71b
Publikováno v:
BMC Medical Education, Vol 24, Iss 1, Pp 1-7 (2024)
Abstract Introduction/Background Peer-led teaching sessions (PLTS) supplement conventional medical education, allowing students to share knowledge effectively. PLTS have shown significant academic benefits for student instructors. However, the impact
Externí odkaz:
https://doaj.org/article/90309a2935f9438a9831023de23e98c6
Publikováno v:
BMC Medical Education, Vol 24, Iss 1, Pp 1-13 (2024)
Abstract Background Peer tutorials are widely used in medical and health professions education. Some evidence suggests that peer tutorials can have positive effects for student peer tutors and tutees alike. To promote these positive effects, peer tut
Externí odkaz:
https://doaj.org/article/ffbec65202d242b89a48e99c2fd118c6
Publikováno v:
BMC Medical Education, Vol 24, Iss 1, Pp 1-22 (2024)
Abstract Background Work-integrated learning (WIL) is a core aspect of allied health education. WIL placements typically focus on developing clinical skills, with broader conceptions of work readiness a secondary consideration. Near-peer mentoring (N
Externí odkaz:
https://doaj.org/article/85f0118ed2e549d99dcb140538c23441
Publikováno v:
BMC Medical Education, Vol 24, Iss 1, Pp 1-6 (2024)
Abstract Introduction In response to the COVID-19 crisis, this study aimed to introduce a new virtual teaching model for anatomy education that combines Peer-Assisted Learning (PAL) and flipped classrooms, aligning with constructivist principles. Met
Externí odkaz:
https://doaj.org/article/0de868151335459ab4df3f25195443da
Addressing medical student burnout through informal peer-assisted learning: a correlational analysis
Autor:
Paola Campillo, Frances Ramírez de Arellano, Isabel C. Gómez, Natalia Jiménez, Joan Boada-Grau, Legier V. Rojas
Publikováno v:
BMC Medical Education, Vol 24, Iss 1, Pp 1-11 (2024)
Abstract Background Despite the recognized advantages of Peer-Assisted Learning (PAL) in academic settings, there is a notable absence of research analyzing its effects on students' Academic Burnout. This study aims to cover this gap by assessing the
Externí odkaz:
https://doaj.org/article/797e7a6c2927429d8545c6a2a280f880
Publikováno v:
BMC Medical Education, Vol 24, Iss 1, Pp 1-7 (2024)
Abstract Aim The transition from medical students to competent physicians requires comprehensive training during residency programs. In China, resident students typically undergo 2- or 3-year training programs. While they learn from patient interacti
Externí odkaz:
https://doaj.org/article/352890c8881149589a1f9d940f38a227
Autor:
Abbas Ali Jafari, Gilda Eslami, Ali Fatahii Bafghi, Mostafa Gholamrezaeii, Farzaneh Mirzaeii, Mahmoud Azizy, Mahsa Gholami
Publikováno v:
Journal of Medical Education and Development, Vol 18, Iss 4, Pp 655-667 (2024)
Introduction: Specialized training is the most crucial turning point of education in obtaining the professions related to medical sciences. Peer learning has advantages, including saving time and eliminating the limitations of traditional education.
Externí odkaz:
https://doaj.org/article/f61aba3a5f354a8c9600fbc3b20dd22a
Publikováno v:
Advances in Simulation, Vol 8, Iss 1, Pp 1-14 (2023)
Abstract Background Simulation in healthcare attempts to create relevant representations of patient encounters. It provides experiential learning, bridging typical classroom activities and clinical practice. This study aims to investigate whether the
Externí odkaz:
https://doaj.org/article/7c90999846fa46ad8e643d0c14ffc958
Publikováno v:
Frontiers in Education, Vol 9 (2024)
At University of California, Irvine, a large-enrollment research university, undergraduate chemistry courses for non-chemistry majors were delivered remotely during the 2020–2021 academic year, with a return to in-person instruction planned for Jan
Externí odkaz:
https://doaj.org/article/62bfbf35a56d4eb3a97ad02c95b0d6ca