Should the PBL tutor be present? A cross-sectional study of group effectiveness in synchronous and asynchronous settings
Abstract Background The tutorial group and its dynamics are a cornerstone of problem-based learning (PBL). The tutor’s support varies according to the setting, and it is pertinent to explore group effectiveness in relation to different settings, for example online or campus-based. The PBL groups’ ef...
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| Principais autores: | , , , , |
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| Formato: | Artigo |
| Idioma: | Inglês |
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BMC
2020-03-01
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| coleção: | BMC Medical Education |
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| Acesso em linha: | http://link.springer.com/article/10.1186/s12909-020-02018-3 |
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