Active Versus Passive Learning in Large-Group Sessions in Medical School: A Randomized Cross-Over Trial Investigating Effects on Learning and the Feeling of Learning

Authors

Peter Boedeker (ORCID: https://orcid.org/0000-0002-0879-5886)
Nadia Ismail (ORCID: https://orcid.org/0000-0001-5670-3854)
David R. Rowley (ORCID: https://orcid.org/0000-0002-1297-8124)
Cara Foldes (ORCID: https://orcid.org/0000-0002-8833-9791)
Joshua A. Kailin (ORCID: https://orcid.org/0000-0002-9619-6006)
Tobias R. Schlingmann
Ajith Nair
Nancy Moreno (ORCID: https://orcid.org/0000-0002-7335-258X)
Katherine Salciccioli
Ronald Maag

Institutions

Baylor College of Medicine (US)

Publication Details

Journal: Medical Science Educator
Published: 2024-11-15
DOI: https://doi.org/10.1007/s40670-024-02219-1
Citations: 13
Primary Topic: Innovative Teaching Methods
Type: article
Field-Weighted Citation Impact: 27.25

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article

Active Versus Passive Learning in Large-Group Sessions in Medical School: A Randomized Cross-Over Trial Investigating Effects on Learning and the Feeling of Learning

Peter Boedeker, Nadia Ismail, David R. Rowley, Cara Foldes et al.

Nov 15, 2024

13 citations

Medical Science Educator

Innovative Teaching Methods

27.25

article

Active Versus Passive Learning in Large-Group Sessions in Medical School: A Randomized Cross-Over Trial Investigating Effects on Learning and the Feeling of Learning

Peter Boedeker, Nadia Ismail, David R. Rowley, Cara Foldes, Joshua A. Kailin, Tobias R. Schlingmann, Ajith Nair, Nancy Moreno, Katherine Salciccioli, Ronald Maag

November 15, 2024article en

13 citations

Abstract

No abstract available for this paper.

Medical Science EducatorVol. 35(1)

Baylor College of Medicine (US)

Quality Education

Openalex Percentile: Top 0%

Innovative Teaching Methods

27.25

DOI Open Access PDF OpenAlex

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