Rethinking How to Introduce the Learning Sciences: a Near-Peer Approach
Abstract To address the problem of students cramming for examinations using short-term memorization, we developed an interactive session for first-year medical students in which a near-peer discussed evidence-based learning strategies and how to apply them to specific curricular activities to promot...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Ransohoff, Amy [verfasserIn] Boscardin, Christy [verfasserIn] Hauer, Karen E. [verfasserIn] Wlodarczyk, Susan [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2020 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Medical Science Educator - New York, NY [u.a.] : Springer, 2011, 31(2020), 1 vom: 10. Nov., Seite 45-47 |
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| Übergeordnetes Werk: |
volume:31 ; year:2020 ; number:1 ; day:10 ; month:11 ; pages:45-47 |
| Links: |
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| DOI / URN: |
10.1007/s40670-020-01142-5 |
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| Katalog-ID: |
SPR043303021 |
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| 520 | |a Abstract To address the problem of students cramming for examinations using short-term memorization, we developed an interactive session for first-year medical students in which a near-peer discussed evidence-based learning strategies and how to apply them to specific curricular activities to promote long-term retention and deep understanding. Immediate and delayed post-survey data suggested this new session promoted adoption of evidence-based learning strategies and was well-received by students. | ||
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| 650 | 4 | |a Peer-assisted learning |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a Undergraduate medical education |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a Learning sciences |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a Studying strategies |7 (dpeaa)DE-He213 | |
| 700 | 1 | |a Boscardin, Christy |e verfasserin |4 aut | |
| 700 | 1 | |a Hauer, Karen E. |e verfasserin |4 aut | |
| 700 | 1 | |a Wlodarczyk, Susan |e verfasserin |4 aut | |
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10.1007/s40670-020-01142-5 doi (DE-627)SPR043303021 (DE-599)SPRs40670-020-01142-5-e (SPR)s40670-020-01142-5-e DE-627 ger DE-627 rakwb eng 610 ASE Ransohoff, Amy verfasserin aut Rethinking How to Introduce the Learning Sciences: a Near-Peer Approach 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract To address the problem of students cramming for examinations using short-term memorization, we developed an interactive session for first-year medical students in which a near-peer discussed evidence-based learning strategies and how to apply them to specific curricular activities to promote long-term retention and deep understanding. Immediate and delayed post-survey data suggested this new session promoted adoption of evidence-based learning strategies and was well-received by students. Near-peer (dpeaa)DE-He213 Peer-assisted learning (dpeaa)DE-He213 Undergraduate medical education (dpeaa)DE-He213 Learning sciences (dpeaa)DE-He213 Studying strategies (dpeaa)DE-He213 Boscardin, Christy verfasserin aut Hauer, Karen E. verfasserin aut Wlodarczyk, Susan verfasserin aut Enthalten in Medical Science Educator New York, NY [u.a.] : Springer, 2011 31(2020), 1 vom: 10. Nov., Seite 45-47 (DE-627)815914563 (DE-600)2806660-1 2156-8650 nnns volume:31 year:2020 number:1 day:10 month:11 pages:45-47 https://dx.doi.org/10.1007/s40670-020-01142-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 AR 31 2020 1 10 11 45-47 |
| spelling |
10.1007/s40670-020-01142-5 doi (DE-627)SPR043303021 (DE-599)SPRs40670-020-01142-5-e (SPR)s40670-020-01142-5-e DE-627 ger DE-627 rakwb eng 610 ASE Ransohoff, Amy verfasserin aut Rethinking How to Introduce the Learning Sciences: a Near-Peer Approach 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract To address the problem of students cramming for examinations using short-term memorization, we developed an interactive session for first-year medical students in which a near-peer discussed evidence-based learning strategies and how to apply them to specific curricular activities to promote long-term retention and deep understanding. Immediate and delayed post-survey data suggested this new session promoted adoption of evidence-based learning strategies and was well-received by students. Near-peer (dpeaa)DE-He213 Peer-assisted learning (dpeaa)DE-He213 Undergraduate medical education (dpeaa)DE-He213 Learning sciences (dpeaa)DE-He213 Studying strategies (dpeaa)DE-He213 Boscardin, Christy verfasserin aut Hauer, Karen E. verfasserin aut Wlodarczyk, Susan verfasserin aut Enthalten in Medical Science Educator New York, NY [u.a.] : Springer, 2011 31(2020), 1 vom: 10. Nov., Seite 45-47 (DE-627)815914563 (DE-600)2806660-1 2156-8650 nnns volume:31 year:2020 number:1 day:10 month:11 pages:45-47 https://dx.doi.org/10.1007/s40670-020-01142-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 AR 31 2020 1 10 11 45-47 |
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Ransohoff, Amy |
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Ransohoff, Amy ddc 610 misc Near-peer misc Peer-assisted learning misc Undergraduate medical education misc Learning sciences misc Studying strategies Rethinking How to Introduce the Learning Sciences: a Near-Peer Approach |
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610 ASE Rethinking How to Introduce the Learning Sciences: a Near-Peer Approach Near-peer (dpeaa)DE-He213 Peer-assisted learning (dpeaa)DE-He213 Undergraduate medical education (dpeaa)DE-He213 Learning sciences (dpeaa)DE-He213 Studying strategies (dpeaa)DE-He213 |
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rethinking how to introduce the learning sciences: a near-peer approach |
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Rethinking How to Introduce the Learning Sciences: a Near-Peer Approach |
| abstract |
Abstract To address the problem of students cramming for examinations using short-term memorization, we developed an interactive session for first-year medical students in which a near-peer discussed evidence-based learning strategies and how to apply them to specific curricular activities to promote long-term retention and deep understanding. Immediate and delayed post-survey data suggested this new session promoted adoption of evidence-based learning strategies and was well-received by students. |
| abstractGer |
Abstract To address the problem of students cramming for examinations using short-term memorization, we developed an interactive session for first-year medical students in which a near-peer discussed evidence-based learning strategies and how to apply them to specific curricular activities to promote long-term retention and deep understanding. Immediate and delayed post-survey data suggested this new session promoted adoption of evidence-based learning strategies and was well-received by students. |
| abstract_unstemmed |
Abstract To address the problem of students cramming for examinations using short-term memorization, we developed an interactive session for first-year medical students in which a near-peer discussed evidence-based learning strategies and how to apply them to specific curricular activities to promote long-term retention and deep understanding. Immediate and delayed post-survey data suggested this new session promoted adoption of evidence-based learning strategies and was well-received by students. |
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| title_short |
Rethinking How to Introduce the Learning Sciences: a Near-Peer Approach |
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https://dx.doi.org/10.1007/s40670-020-01142-5 |
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true |
| author2 |
Boscardin, Christy Hauer, Karen E. Wlodarczyk, Susan |
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Boscardin, Christy Hauer, Karen E. Wlodarczyk, Susan |
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| doi_str |
10.1007/s40670-020-01142-5 |
| up_date |
2024-07-03T17:48:47.771Z |
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