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Peyton’s four-step approach: differential effects of single instructional steps on procedural and memory performance – a clarification study
BACKGROUND: Although Peyton’s four-step approach is a widely used method for skills-lab training in undergraduate medical education and has been shown to be more effective than standard instruction, it is unclear whether its superiority can be attributed to a specific single step. PURPOSE: We conduc...
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| Publicat a: | Adv Med Educ Pract |
|---|---|
| Autors principals: | , , , , , , , |
| Format: | Artigo |
| Idioma: | Inglês |
| Publicat: |
Dove Medical Press
2015
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| Matèries: | |
| Accés en línia: | https://ncbi.nlm.nih.gov/pmc/articles/PMC4454191/ https://ncbi.nlm.nih.gov/pubmed/26060417 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.2147/AMEP.S81923 |
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