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Good teacher, good tutor.好老师，好导师。
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Practice placement supervision: the role of the personal tutor.实习安置监督：个人导师的角色。
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Peer-Assisted Learning: Who Should Be the Tutor, Fellow Student or Senior Resident?同伴辅助学习：谁应该成为辅导者，是同学、高年级住院医师还是其他？
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A Comparison of the Academic Achievement at the End of the Medicine Undergraduate Degree Program Between Students Who Only Used the University Admission Test and Those Who Used the University Admission Test Plus Marks from the High School National Exam (ENEM) at a Single Brazilian Center.在巴西一个中心，仅使用大学入学考试的学生与使用大学入学考试加高中全国考试（ENEM）分数的学生在医学本科学位课程结束时的学业成绩比较。
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Formative assessment scores in tutorial sessions correlates with OSCE and progress testing scores in a PBL medical curriculum.形成性评估分数在辅导课中与 OSCE 和 PBL 医学课程中的进展测试分数相关。
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Problem-based learning in primary care at University of Ribeirão Preto (UNAERP) in Brazil.巴西里贝朗普雷图大学（UNAERP）初级保健中的基于问题的学习。
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Assessment test before the reporting phase of tutorial session in problem-based learning.基于问题的学习中辅导课程报告阶段之前的评估测试。
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本文引用的文献

1
Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum.在基于问题的医学课程中，讲授技能作为辅导技能的预测指标。
Adv Med Educ Pract. 2016 Jan 6;7:1-6. doi: 10.2147/AMEP.S96481. eCollection 2016.
2
Brazilian medical students' perceptions of expert versus non-expert facilitators in a (non) problem-based learning environment.巴西医学生对（非）基于问题的学习环境中专家与非专家促进者的看法。
Med Educ Online. 2015 Apr 15;20:26893. doi: 10.3402/meo.v20.26893. eCollection 2015.
3
Contextual considerations in implementing problem-based learning approaches in a Brazilian medical curriculum: the UNAERP experience.在巴西医学课程中实施基于问题的学习方法的背景考虑因素：UNAERP 的经验。
Med Educ Online. 2014 Jun 13;19:24366. doi: 10.3402/meo.v19.24366. eCollection 2014.
4
Is learning in problem-based learning cumulative?基于问题的学习是否具有累积性？
Adv Health Sci Educ Theory Pract. 2011 Oct;16(4):449-64. doi: 10.1007/s10459-010-9267-y. Epub 2010 Dec 16.
5
Concept mapping assessment in a problem-based medical curriculum.基于问题的医学课程中的概念图评估。
Med Teach. 2010;32(11):926-31. doi: 10.3109/0142159X.2010.497824.
6
Evaluating educational interventions.评估教育干预措施。
BMJ. 1999 May 8;318(7193):1269-72. doi: 10.1136/bmj.318.7193.1269.
7
What makes a tutor effective? A structural-equations modeling approach to learning in problem-based curricula.是什么造就了一位高效的导师？一种基于结构方程模型的方法来研究基于问题的课程中的学习情况。
Acad Med. 1995 Aug;70(8):708-14. doi: 10.1097/00001888-199508000-00015.

Good teacher, good tutor.

作者信息

Couto Lucélio B, Romão Gustavo S, Bestetti Reinaldo B

机构信息

Department of Medicine, University of Ribeirão Preto, Ribeirão Preto, Brazil.

出版信息

Adv Med Educ Pract. 2016 Jul 11;7:377-80. doi: 10.2147/AMEP.S110449. eCollection 2016.

DOI:10.2147/AMEP.S110449
PMID:27468255
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC4946855/
Abstract
摘要