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Super users have great value in your organization.

Computers, informatics, nursing : CIN

McNeive JE.
PMID: 19411941
Comput Inform Nurs. 2009 May-Jun;27(3):136-9. doi: 10.1097/01.NCN.0000336479.50737.d8.

No abstract available.

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McNeive JE. Super users have great value in your organization. Comput Inform Nurs. 2009;27(3):136-9doi: 10.1097/01.NCN.0000336479.50737.d8.
McNeive, J. E. (2009). Super users have great value in your organization. Computers, informatics, nursing : CIN, 27(3), 136-9. https://doi.org/10.1097/01.NCN.0000336479.50737.d8
McNeive, Jane E. "Super users have great value in your organization." Computers, informatics, nursing : CIN vol. 27,3 (2009): 136-9. doi: https://doi.org/10.1097/01.NCN.0000336479.50737.d8
McNeive JE. Super users have great value in your organization. Comput Inform Nurs. 2009 May-Jun;27(3):136-9. doi: 10.1097/01.NCN.0000336479.50737.d8. PMID: 19411941.
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Weekly team-based learning scores and participation are better predictors of successful course performance than case-based learning performance: role of assessment incentive structure.

BMC medical education

Carrasco GA, Behling KC, Lopez O.
PMID: 34607592
BMC Med Educ. 2021 Oct 04;21(1):521. doi: 10.1186/s12909-021-02948-6.

BACKGROUND: Incentives for preparation and participation in case-based (CBL) and team-based learning (TBL) differ by virtue of differences in assessment, allowing us to evaluate the role these incentives play in preparation and participation in these activities as well as...

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Carrasco GA, Behling KC, Lopez O. Weekly team-based learning scores and participation are better predictors of successful course performance than case-based learning performance: role of assessment incentive structure. BMC Med Educ. 2021;21(1):521doi: 10.1186/s12909-021-02948-6.
Carrasco, G. A., Behling, K. C., & Lopez, O. (2021). Weekly team-based learning scores and participation are better predictors of successful course performance than case-based learning performance: role of assessment incentive structure. BMC medical education, 21(1), 521. https://doi.org/10.1186/s12909-021-02948-6
Carrasco, Gonzalo A, et al. "Weekly team-based learning scores and participation are better predictors of successful course performance than case-based learning performance: role of assessment incentive structure." BMC medical education vol. 21,1 (2021): 521. doi: https://doi.org/10.1186/s12909-021-02948-6
Carrasco GA, Behling KC, Lopez O. Weekly team-based learning scores and participation are better predictors of successful course performance than case-based learning performance: role of assessment incentive structure. BMC Med Educ. 2021 Oct 04;21(1):521. doi: 10.1186/s12909-021-02948-6. PMID: 34607592; PMCID: PMC8491376.
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Scaffolding medical student knowledge and skills: team-based learning (TBL) and case-based learning (CBL).

BMC medical education

Burgess A, Matar E, Roberts C, Haq I, Wynter L, Singer J, Kalman E, Bleasel J.
PMID: 33902576
BMC Med Educ. 2021 Apr 26;21(1):238. doi: 10.1186/s12909-021-02638-3.

BACKGROUND: Two established small-group learning paradigms in medical education include Case-based learning (CBL) and Team-based learning (TBL). Characteristics common to both pedagogies include the use of an authentic clinical case, active small-group learning, activation of existing knowledge and application...

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Burgess A, Matar E, Roberts C, et al. Scaffolding medical student knowledge and skills: team-based learning (TBL) and case-based learning (CBL). BMC Med Educ. 2021;21(1):238doi: 10.1186/s12909-021-02638-3.
Burgess, A., Matar, E., Roberts, C., Haq, I., Wynter, L., Singer, J., Kalman, E., & Bleasel, J. (2021). Scaffolding medical student knowledge and skills: team-based learning (TBL) and case-based learning (CBL). BMC medical education, 21(1), 238. https://doi.org/10.1186/s12909-021-02638-3
Burgess, Annette, et al. "Scaffolding medical student knowledge and skills: team-based learning (TBL) and case-based learning (CBL)." BMC medical education vol. 21,1 (2021): 238. doi: https://doi.org/10.1186/s12909-021-02638-3
Burgess A, Matar E, Roberts C, Haq I, Wynter L, Singer J, Kalman E, Bleasel J. Scaffolding medical student knowledge and skills: team-based learning (TBL) and case-based learning (CBL). BMC Med Educ. 2021 Apr 26;21(1):238. doi: 10.1186/s12909-021-02638-3. PMID: 33902576; PMCID: PMC8073959.
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Do demand characteristics contribute to minimal ingroup preferences?.

Journal of experimental child psychology

Brew K, Clark T, Feingold-Link J, Barth H.
PMID: 33360283
J Exp Child Psychol. 2021 Apr;204:105043. doi: 10.1016/j.jecp.2020.105043. Epub 2020 Dec 23.

"Minimal group" paradigms investigate social preferences arising from mere group membership. We asked whether demand characteristics contribute to children's apparent minimal group bias in a preregistered experiment (N = 160). In a group condition, we attempted to replicate findings...

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Brew K, Clark T, Feingold-Link J, et al. Do demand characteristics contribute to minimal ingroup preferences?. J Exp Child Psychol. 2020;204:105043doi: 10.1016/j.jecp.2020.105043.
Brew, K., Clark, T., Feingold-Link, J., & Barth, H. (2021). Do demand characteristics contribute to minimal ingroup preferences?. Journal of experimental child psychology, 204105043. https://doi.org/10.1016/j.jecp.2020.105043
Brew, Kerry, et al. "Do demand characteristics contribute to minimal ingroup preferences?." Journal of experimental child psychology vol. 204 (2021): 105043. doi: https://doi.org/10.1016/j.jecp.2020.105043
Brew K, Clark T, Feingold-Link J, Barth H. Do demand characteristics contribute to minimal ingroup preferences?. J Exp Child Psychol. 2021 Apr;204:105043. doi: 10.1016/j.jecp.2020.105043. Epub 2020 Dec 23. PMID: 33360283.
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Showing 1429 to 1432 of 1432 entries