Literaturnachweis - Detailanzeige
| Autor/inn/en | Hartmann, Jacob P.; Toksvang, Linea Natalie; Berg, Ronan M. G. |
|---|---|
| Titel | Collaborative Teaching Strategies Lead to Retention of Skills in Acid-Base Physiology: A 2-Yr Follow-Up Study |
| Quelle | In: Advances in Physiology Education, 39 (2015) 2, S.120-121 (2 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1043-4046 |
| DOI | 10.1152/advan.00167.2014 |
| Schlagwörter | Physiology; Undergraduate Students; Group Activities; Peer Teaching; Cooperative Learning; Followup Studies; Retention (Psychology); Clinical Diagnosis; Medical Students; Medical Education; Instructional Effectiveness; Foreign Countries; Denmark |
| Abstract | A basic understanding of acid-base physiology is critical for the correct assessment of arterial blood gases in the clinical setting. In this context, collaborative teaching strategies in the undergraduate classroom setting may be useful, since it has been reported to enhance both transfer and retention of learned material in a time-efficient fashion. In a previous study, the authors found that conventional group work and peer instruction equally enabled second-year medical students to diagnose common acid-base disorders immediately after class, indicating successful transfer of the learned material. This article describes a 2-yr followup study in which they investigated whether these collaborative strategies also lead to long-term retention of the learned skills. (ERIC). |
| Anmerkungen | American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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