How much biochemistry should a good doctor know? An educationalist's perspective

Biochemical Education

Volumn 24, Issue 2, 1996, Pages 85-88

  Dennick, Reg ^a  

^a UNIVERSITY OF NOTTINGHAM   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0041539202     PISSN: 03074412     EISSN: None     Source Type: Journal    
DOI: 10.1016/0307-4412(96)00039-8     Document Type: Article

References (12)

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3. Entwistle, N (1992) The impact of teaching on learning outcomes in higher education - a literature review, Sheffield, CVCP
4. Entwistle, N, Thompson, S and Tait, H (1992) Guidelines for promoting effective teaching in higher education, University of Edinburgh
5. Driver, R, Guesne, E and Tiberghein, A (Editors) (1985) Children's Ideas in Science, Open University Press, Milton Keynes
6. Osborne, R and Freyberg, P (1985) Learning in Science, Heinemann, Auckland
7. White, R T (1988) Learning Science, Blackwells, Oxford
8. Wellington, J (Editor) (1989) Skills and Processes in Science Education, Routledge, London
9. Fensham, P, Gunstone, R and White, R (1994) The Content of Science: a Constructivist Approach to its Teaching and Learning, The Falmer Press, London
10. Kuhn, T (1970) The Structure of Scientific Revolutions, University of Chicago Press, Chicago
11. J Bligh (1995) Problem based, small group learning: An idea whose time has come, Brit Med J, 311, 342-343
12. Dennick, R G (1995) The Teaching Improvement Project System (TIPS): servicing the needs for teacher training in Higher Education, New Academic (in press)