Peer-assisted learning: A planning and implementation framework. Guide supplement 30.3 - Practical application

Medical Teacher

Volumn 30, Issue 4, 2008, Pages 442-443

  Nikendei, C ^a   Kohl Hackert N ^a   Junger N ^a  

^a UNIVERSITY OF HEIDELBERG   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

CLINICAL COMPETENCE; CONCEPTUAL FRAMEWORK; CURRICULUM DEVELOPMENT; EDUCATION PROGRAM; EDUCATIONAL THEORY; EXPERIENTIAL LEARNING; HUMAN; INTERPERSONAL COMMUNICATION; LEARNING STYLE; MEDICAL EDUCATION; MEDICAL STUDENT; NOTE; OUTCOME OF EDUCATION; PEER ASSISTED LEARNING; PEER GROUP; QUALITY CONTROL; SKILL;

CLINICAL COMPETENCE; EDUCATION, MEDICAL, UNDERGRADUATE; GUIDELINES AS TOPIC; HELPING BEHAVIOR; HUMANS; LEARNING; MODELS, EDUCATIONAL; PEER GROUP;

EID: 46649092772     PISSN: 0142159X     EISSN: 1466187X     Source Type: Journal    
DOI: 10.1080/01421590802150945     Document Type: Note

References (6)

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3. Dandavino, M., Snell, L. and Wiseman, J. (2007) Why medical students should learn how to teach. Med Teach, 27, pp. 1-8.
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5. Ross, MT and Cameron, HS (2007) Peer assisted learning: A planning and implementation framework: AMEE Guide no. 30. Med Teach, 29, pp. 527-545.
6. Santee, J. and Garavalia, L. (2006) Peer tutoring programs in health professions schools. Am J Pharm Educ, 70, p. 70.