• 文献检索
  • 文档翻译
  • 深度研究
  • 学术资讯
  • Suppr Zotero 插件Zotero 插件
  • 邀请有礼
  • 套餐&价格
  • 历史记录
应用&插件
Suppr Zotero 插件Zotero 插件浏览器插件Mac 客户端Windows 客户端微信小程序
定价
高级版会员购买积分包购买API积分包
服务
文献检索文档翻译深度研究API 文档MCP 服务
关于我们
关于 Suppr公司介绍联系我们用户协议隐私条款
关注我们

Suppr 超能文献

核心技术专利:CN118964589B侵权必究
粤ICP备2023148730 号-1Suppr @ 2026

文献检索

告别复杂PubMed语法,用中文像聊天一样搜索,搜遍4000万医学文献。AI智能推荐,让科研检索更轻松。

立即免费搜索

文件翻译

保留排版,准确专业,支持PDF/Word/PPT等文件格式,支持 12+语言互译。

免费翻译文档

深度研究

AI帮你快速写综述,25分钟生成高质量综述,智能提取关键信息,辅助科研写作。

立即免费体验

Comment on: creating assessments as an active learning strategy: what are students' perceptions? A mixed methods study.

作者信息

Belshaw Alex, Mackie Adam, Phillips Hannah Kay, Rodrigues Hannah, Russell Andrew

机构信息

Medical School, University of Birmingham, Birmingham, UK.

出版信息

Med Educ Online. 2020 Dec;25(1):1709277. doi: 10.1080/10872981.2019.1709277.

DOI:10.1080/10872981.2019.1709277
PMID:31931682
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC7006633/
Abstract
摘要

相似文献

1
Comment on: creating assessments as an active learning strategy: what are students' perceptions? A mixed methods study.对《将评估作为一种主动学习策略:学生有何看法?一项混合方法研究》的评论
Med Educ Online. 2020 Dec;25(1):1709277. doi: 10.1080/10872981.2019.1709277.
2
'Creating assessments as an active learning strategy: what are students' perceptions? A mixed methods study' - a supplementary letter.作为一种主动学习策略的评估创建:学生的看法是什么?一项混合方法研究——补充函件。
Med Educ Online. 2019 Dec;24(1):1677392. doi: 10.1080/10872981.2019.1677392.
3
Creating assessments as an active learning strategy: what are students' perceptions? A mixed methods study.创建评估作为一种主动学习策略:学生的看法是什么?一项混合方法研究。
Med Educ Online. 2019 Dec;24(1):1630239. doi: 10.1080/10872981.2019.1630239.
4
Students' perception of a modified form of PBL using concept mapping.学生对使用概念图的改良 PBL 形式的看法。
Med Teach. 2012;34(11):e756-62. doi: 10.3109/0142159X.2012.689440.
5
[Can medical students' motivation for a course of basic physiology education integrating into lectures some active learning methods be improved?].[将一些主动学习方法融入讲座的基础生理学教育课程能否提高医学生的学习动机?]
Pan Afr Med J. 2017 Dec 26;28:315. doi: 10.11604/pamj.2017.28.315.10251. eCollection 2017.
6
Assessment of first-year medical students' perceptions of teaching and learning through team-based learning sessions.评估医学生通过团队学习课程对教学的看法。
Adv Physiol Educ. 2016 Dec;40(4):536-542. doi: 10.1152/advan.00001.2016.
7
Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches.综合问题导向学习与讲座:教育背景与学习方法关系的路径分析模型。
Med Educ Online. 2018 Dec;23(1):1489690. doi: 10.1080/10872981.2018.1489690.
8
DREEM in primary care: students' perspectives on educational environment of family medicine internship in primary care centres: experiences at Akdeniz University Faculty of Medicine in Turkey.在初级保健中的 DREEM:学生对家庭医学实习教育环境的看法,在土耳其阿克德尼兹大学医学院的初级保健中心的体验。
Postgrad Med. 2019 Aug;131(6):397-404. doi: 10.1080/00325481.2019.1637759. Epub 2019 Jul 2.
9
The impact of team-based learning on medical students' academic performance.团队学习对医学生学业表现的影响。
Acad Med. 2010 Nov;85(11):1739-45. doi: 10.1097/ACM.0b013e3181f52bed.
10
What drives students' self-directed learning in a hybrid PBL curriculum.在混合式 PBL 课程中,是什么驱动学生的自主学习。
Adv Health Sci Educ Theory Pract. 2010 Aug;15(3):425-37. doi: 10.1007/s10459-009-9210-2. Epub 2009 Dec 4.

引用本文的文献

1
A Study of Graduate Students' Achievement Motivation, Active Learning, and Active Confidence Based on Relevant Research.基于相关研究的研究生成就动机、主动学习与主动信心研究
Front Psychol. 2022 Jun 10;13:915770. doi: 10.3389/fpsyg.2022.915770. eCollection 2022.
2
Answering questions in a co-created formative exam question bank improves summative exam performance, while students perceive benefits from answering, authoring, and peer discussion: A mixed methods analysis of PeerWise.在共同创建的形成性考试题库中回答问题可以提高总结性考试成绩,而学生从回答、创作和同伴讨论中受益:PeerWise 的混合方法分析。
Pharmacol Res Perspect. 2021 Aug;9(4):e00833. doi: 10.1002/prp2.833.

本文引用的文献

1
Creating assessments as an active learning strategy: what are students' perceptions? A mixed methods study.创建评估作为一种主动学习策略:学生的看法是什么?一项混合方法研究。
Med Educ Online. 2019 Dec;24(1):1630239. doi: 10.1080/10872981.2019.1630239.