Volume 6 Issue 1
Jan.  2015
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Article Contents

doi: 10.3969/j.issn.1674-9081.2015.01.016
  • Received Date: 2014-06-03
  • Publish Date: 2015-01-30
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  • [1] Sandars J, Homer M. Pause 2 learn:a 'learning to learn' course to help undergraduate medical students to become more effective self-regulated learners[J]. Educ Prim Care, 2012, 23:437-439.
    [2] 杨银, 管远志.以框架为基础的教学/自学模式实施效果的初步评估[J].中华医学教育杂志, 2014, 34:565-568. http://www.wanfangdata.com.cn/details/detail.do?_type=perio&id=yixjy201404032
    [3] Yu TC, Wilson NC, Singh PP, et al. Medical students-as-teachers:a systematic review of peer-assisted teaching during medical school[J]. Adv Med Educ Pract, 2011, 2:157-172. http://www.wanfangdata.com.cn/details/detail.do?_type=perio&id=10.1177/0272989X080280010103
    [4] Secomb J. A systemic review of peer teaching and learning in clinical education[J]. J Clin Nurs, 2007, 17:703-716. doi:  10.1111/j.1365-2702.2007.01954.x/full
    [5] Sailer FC, Melvold RW, Hosford CC. Multiple benefits derived from a peer teacher program in two undergraduate microbiology lab courses[J]. J Microbiol Biol Educ, 2010, 11:102-106. doi:  10.1128/jmbe.v11i2.190
    [6] Kemper M, Linke J, Zahnert T, et al. Peer teaching and peer assessment are appropriate tools in medical education in otorhinolaryngology[J]. Laryngorhinootologie, 2014, 93:392-397. doi:  10.1055/s-0034-1370944
    [7] Büscher R, Weber D, Büscher A, et al. Evaluation of the peer teaching program at the University Children's Hospital Essen-a single center experience[J]. GMS Z Med Ausbild, 2013, 30:Doc25. http://www.wanfangdata.com.cn/details/detail.do?_type=perio&id=Doaj000002970990
    [8] Schmid SC, Berberat PO, Gschwend JE, et al. Hands-on teaching for students in urology:the use of peer teaching and simulators[J]. Urologe A, 2014, 53:537-541. doi:  10.1007/s00120-014-3435-2
    [9] Wirth K, Malone B, Barrera K, et al. Is there a place for medical students as teachers in the education of junior residents?[J]. Am J Surg, 2014, 207:271-274. doi:  10.1016/j.amjsurg.2013.11.001
    [10] Murad MH, Coto-Yglesias F, Varkey P, et al. The effectiveness of self-directed learning in health professions education:a systematic review[J]. Med Educ, 2010, 44:1057-1068. doi:  10.1111/j.1365-2923.2010.03750.x
    [11] 沈继英, 祖勤, 黄琴, 等.关于以学生自主学习的思考与实践[J].中华医学教育杂志, 2010, 4:570-572.
    [12] 杜耀武, 王予东, 黄红莹, 等.医学微生物教学中问题为基础的学习与医授课为基础学习教学法的比较研究[J].中华医学教育杂志, 2010, 4:578-580. http://www.wanfangdata.com.cn/details/detail.do?_type=perio&id=yixjy201004036
    [13] Nicholl TA, Lou K. A model for small-group problem-based learning in a large class facilitated by one instructor[J]. Am J Pharm Educ, 2012, 76:117. doi:  10.5688/ajpe766117
    [14] Khalil MK, Nelson LD, Kibble JD. The use of self-learning modules to facilitate learning of basic science concepts in an integrated medical curriculum[J]. Anat Sci Educ, 2010, 3:219-226. doi:  10.1002/ase.177
    [15] Myers JL, Greenson JK. Life-long learning and self-assessment[J]. Arch Pathol Lab Med, 2012, 136:851-853. doi:  10.5858/arpa.2012-0234-ED
    [16] Artino AR Jr, Dong T, De Zee KJ, et al. Achievement goal structures and self-regulated learning:relationships and changes in medical school[J]. Acad Med, 2012, 87:1375-1381. doi:  10.1097/ACM.0b013e3182676b55
    [17] Van Nguyen H, Laohasiriwong W, Saengsuwan J, et al. The relationships between the use of self-regulated learning strategies and depression among medical students:An accelerated prospective cohort study[J]. Psychol Health Med, 2014, 19:1-12. doi:  10.1080/13548506.2013.780129
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