Passive learning: A marker for the academically at risk

Medical Teacher

Volumn 24, Issue 6, 2002, Pages 648-649

  Dolan, Sandra ^a   Mallott, David B ^a   Emery, Judy A ^a  

^a UNIVERSITY OF MARYLAND SCHOOL OF MEDICINE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; BEHAVIOR; CONTROLLED STUDY; CURRICULUM; EDUCATION PROGRAM; LEARNING; MEDICAL EDUCATION; MEDICAL SCHOOL; RISK FACTOR;

EDUCATION, MEDICAL, UNDERGRADUATE; EDUCATIONAL STATUS; HUMANS; LEARNING; SOCIAL ALIENATION; STUDENTS, MEDICAL; UNITED STATES;

EID: 0036868772     PISSN: 0142159X     EISSN: None     Source Type: Journal    
DOI: 10.1080/01421590216082     Document Type: Article

References (6)

1. ARNOLD, L. & FEIGHNY, K.M. (1995) Students' general learning approaches and performances in medical school: a longitudinal study, Academic Medicine, 70, pp. 715-722.
2. ASSOCIATION OF AMERICAN MEDICAL COLLEGES (1998) The use of survival analysis to determine risk and timing of academic difficulty among medical students, Fact Sheet, 2(12).
3. HYLTON, J. & HARTMAN, S.E. (1996) The learning styles of medical students: an annotated bibliography, Perceptual and Motor Skills, 83, pp. 1411-1420.
4. LEIDEN, L.I., CROSBY, R.D. & FOLLMER, H. (1990) Assessing learning-style inventories and how well they predict academic performance, Academic Medicine, 65, pp. 395-401.
5. MAVIS, B. & DOIG, K. (1998) The value of noncognitive factors in predicting students' first-year probation, I, 73, pp. 201-203.
6. SELIGMAN, M. (1991) Learned Optimism (New York, Alfred A. Knopf).