Exam Success at Undergraduate and Graduate-Entry Medical Schools: Is Learning Style or Learning Approach More Important? A Critical Review Exploring Links Between Academic Success, Learning Styles, and Learning Approaches Among School-Leaver Entry (“Traditional”) and Graduate-Entry (“Nontraditional”) Medical Students

Teaching and Learning in Medicine

Volumn 27, Issue 3, 2015, Pages 237-244

  Feeley, Anne Marie ^a   Biggerstaff, Deborah L ^a  

^a UNIVERSITY OF WARWICK   (United Kingdom)

Author keywords

examinations; graduate entry; learning; learning approaches; learning styles; motivation

Indexed keywords

ACHIEVEMENT; HUMAN; LEARNING; MEDICAL EDUCATION; MEDICAL STUDENT;

ACHIEVEMENT; EDUCATION, MEDICAL, GRADUATE; EDUCATION, MEDICAL, UNDERGRADUATE; HUMANS; LEARNING; STUDENTS, MEDICAL;

EID: 84938539070     PISSN: 10401334     EISSN: None     Source Type: Journal    
DOI: 10.1080/10401334.2015.1046734     Document Type: Article

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