Implications of psychology-type theories for full curriculum interventions

Medical Education

Volumn 39, Issue 3, 2005, Pages 247-249

  Norman, Geoffrey R ^a   Eva, Kevin W ^b   Schmidt, Henk G ^b  

^a MCMASTER UNIVERSITY   (Canada)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

CURRICULUM; LEARNING; MEDICAL EDUCATION; MEDICAL STUDENT; NOTE; PROBLEM SOLVING; PSYCHOLOGY; THEORY;

CURRICULUM; EDUCATION, MEDICAL; PSYCHOLOGY;

EID: 15244341938     PISSN: 03080110     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1365-2929.2004.02100.x     Document Type: Note

References (14)

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3. Schmidt HG. Future directions for research into problem based learning: Presented at the American Educational Research Association meeting, San Diego, April 2003.
4. Schmidt HG, Moust JHC. Processes that shape small-group tutorial learning. a review of research. In: Evensen, DH, Hmelo, CE, eds. Problem-Based Learning: a Research Perspective on Learning Interactions. Mahwah NJ: Erlbaum 2000, 19-52.
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12. Eva KW, Neville AJ, Norman GR. Exploring the etiology of content specificity: Factors influencing analogical transfer and problem solving. Acad Med, 1998;73:S1-S6.
13. Hatala RM, Norman GR, Brooks LR. Practice makes perfect, the critical role of deliberate practice in the acquisition of ECG interpretation skills. Adv Health Sci Educ, 2003;8:17-26.
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