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2015, Número 3

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MEDICC Review 2015; 17 (3)


Student opinions on factors influencing tutorials at 'Walter Sisulu' University, South Africa

Garí CMA, Iputo JE
Texto completo Cómo citar este artículo

Idioma: Ingles.
Referencias bibliográficas: 34
Paginas: 13-17
Archivo PDF: 91.25 Kb.


PALABRAS CLAVE

Sin palabras Clave

RESUMEN

Sin resumen.


REFERENCIAS (EN ESTE ARTÍCULO)

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  3. Iputo JE, Nganwa-Bagumah AB. The innovative medical curriculum of the University of Transkei Medical School. Part I. Problem-based learning. S Afr Med J. 1996 Jun;86(6):649–51.

  4. Iputo JE, Nganwa Bagumah AB. The innovative medical curriculum of the University of Transkei Medical School. Part II: Community-based education. S Afr Med J. 1996 Jun;86(6):651–2.

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  9. Slavin RE. Research for the future. Research on cooperative learning and achievement: what we know, what we need to know. Contemp Educ Psychol. 1996 Jan;21(1):43–69.

  10. De Grave WS, Dolmans DH, Van Der Vleuten CP. Students’ perspectives on critical incidents in the tutorial group. Adv Health Sci Educ Theory Pract. 2002;7(3):201–9.

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  19. Holen A. The PBL group: self-refl ections and feedback for improved learning and growth. Med Teach. 2000;22(5):485–8.

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  33. Iputo JE. Facilitating the integrated small-group tutorial in a medical programme —the University of Transkei (Unitra) experience. S Afr Med J. 2005 Dec;95(12):959–62.

  34. Gari Calzada M, Rivera Michelena NM. Las acciones del tutor en el aprendizaje basado en la solución de problemas en una universidad rural de África del Sur. Rev Docencia Universitaria [Internet]. 2013 May–Aug [cited 2013 Oct 15];11(2):153–71. Available from: http://m .redined.mecd.gob.es/xmlui/bitstream/han dle/11162/107038/gari_rivera.pdf?sequence=1. Spanish.




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