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Showing 1501 to 1512 of 1528 entries
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Teaching children with autism to explain how: A case for problem solving?.

Journal of applied behavior analysis

Frampton SE, Alice Shillingsburg M.
PMID: 29512155
J Appl Behav Anal. 2018 Apr;51(2):236-254. doi: 10.1002/jaba.445. Epub 2018 Mar 07.

Few studies have applied Skinner's (1953) conceptualization of problem solving to teach socially significant behaviors to individuals with developmental disabilities. The current study used a multiple probe design across behavior (sets) to evaluate the effects of problem-solving strategy training...

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Frampton SE, Alice Shillingsburg M. Teaching children with autism to explain how: A case for problem solving?. J Appl Behav Anal. 2018;51(2):236-254doi: 10.1002/jaba.445.
Frampton, S. E., & Alice Shillingsburg, M. (2018). Teaching children with autism to explain how: A case for problem solving?. Journal of applied behavior analysis, 51(2), 236-254. https://doi.org/10.1002/jaba.445
Frampton, Sarah E, and Alice Shillingsburg, M. "Teaching children with autism to explain how: A case for problem solving?." Journal of applied behavior analysis vol. 51,2 (2018): 236-254. doi: https://doi.org/10.1002/jaba.445
Frampton SE, Alice Shillingsburg M. Teaching children with autism to explain how: A case for problem solving?. J Appl Behav Anal. 2018 Apr;51(2):236-254. doi: 10.1002/jaba.445. Epub 2018 Mar 07. PMID: 29512155.
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Causal generative models are just a start.

The Behavioral and brain sciences

Davis E, Marcus G.
PMID: 29342689
Behav Brain Sci. 2017 Jan;40:e262. doi: 10.1017/S0140525X17000115.

Human reasoning is richer than Lake et al. acknowledge, and the emphasis on theories of how images and scenes are synthesized is misleading. For example, the world knowledge used in vision presumably involves a combination of geometric, physical, and...

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Davis E, Marcus G. Causal generative models are just a start. Behav Brain Sci. 2017;40:e262doi: 10.1017/S0140525X17000115.
Davis, E., & Marcus, G. (2017). Causal generative models are just a start. The Behavioral and brain sciences, 40e262. https://doi.org/10.1017/S0140525X17000115
Davis, Ernest, and Marcus, Gary. "Causal generative models are just a start." The Behavioral and brain sciences vol. 40 (2017): e262. doi: https://doi.org/10.1017/S0140525X17000115
Davis E, Marcus G. Causal generative models are just a start. Behav Brain Sci. 2017 Jan;40:e262. doi: 10.1017/S0140525X17000115. PMID: 29342689.
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An Integrative Review of Clinical Reasoning Teaching Strategies and Outcome Evaluation in Nursing Education.

Nursing education perspectives

Brown Tyo M, McCurry MK.
PMID: 30095730
Nurs Educ Perspect. 2019 Jan/Feb;40(1):11-17. doi: 10.1097/01.NEP.0000000000000375.

BACKGROUND: This study explored teaching strategies used to promote clinical reasoning in nursing education and identify outcomes used to evaluate effectiveness.METHOD: The integrative review framework by Whittemore and Knafl (2005) was used in this study.RESULTS: Strategies included simulation (n...

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Brown Tyo M, McCurry MK. An Integrative Review of Clinical Reasoning Teaching Strategies and Outcome Evaluation in Nursing Education. Nurs Educ Perspect. 2019;40(1):11-17doi: 10.1097/01.NEP.0000000000000375.
Brown Tyo, M., & McCurry, M. K. (2019). An Integrative Review of Clinical Reasoning Teaching Strategies and Outcome Evaluation in Nursing Education. Nursing education perspectives, 40(1), 11-17. https://doi.org/10.1097/01.NEP.0000000000000375
Brown Tyo, Mirinda, and McCurry, Mary K. "An Integrative Review of Clinical Reasoning Teaching Strategies and Outcome Evaluation in Nursing Education." Nursing education perspectives vol. 40,1 (2019): 11-17. doi: https://doi.org/10.1097/01.NEP.0000000000000375
Brown Tyo M, McCurry MK. An Integrative Review of Clinical Reasoning Teaching Strategies and Outcome Evaluation in Nursing Education. Nurs Educ Perspect. 2019 Jan/Feb;40(1):11-17. doi: 10.1097/01.NEP.0000000000000375. PMID: 30095730.
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Moving a mountain: Practical insights into mastering a major curriculum reform at a large European medical university.

Medical teacher

Maaz A, Hitzblech T, Arends P, Degel A, Ludwig S, Mossakowski A, Mothes R, Breckwoldt J, Peters H.
PMID: 29504437
Med Teach. 2018 May;40(5):453-460. doi: 10.1080/0142159X.2018.1440077. Epub 2018 Mar 05.

AIM: Undergraduate medical education is currently in a fundamental transition towards competency-based programs around the globe. A major curriculum reform implies a dual challenge: the change of the curriculum and the delivering organization. Both are closely interwoven. In this...

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Maaz A, Hitzblech T, Arends P, et al. Moving a mountain: Practical insights into mastering a major curriculum reform at a large European medical university. Med Teach. 2018;40(5):453-460doi: 10.1080/0142159X.2018.1440077.
Maaz, A., Hitzblech, T., Arends, P., Degel, A., Ludwig, S., Mossakowski, A., Mothes, R., Breckwoldt, J., & Peters, H. (2018). Moving a mountain: Practical insights into mastering a major curriculum reform at a large European medical university. Medical teacher, 40(5), 453-460. https://doi.org/10.1080/0142159X.2018.1440077
Maaz, Asja, et al. "Moving a mountain: Practical insights into mastering a major curriculum reform at a large European medical university." Medical teacher vol. 40,5 (2018): 453-460. doi: https://doi.org/10.1080/0142159X.2018.1440077
Maaz A, Hitzblech T, Arends P, Degel A, Ludwig S, Mossakowski A, Mothes R, Breckwoldt J, Peters H. Moving a mountain: Practical insights into mastering a major curriculum reform at a large European medical university. Med Teach. 2018 May;40(5):453-460. doi: 10.1080/0142159X.2018.1440077. Epub 2018 Mar 05. PMID: 29504437.
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Social learning strategies modify the effect of network structure on group performance.

Nature communications

Barkoczi D, Galesic M.
PMID: 27713417
Nat Commun. 2016 Oct 07;7:13109. doi: 10.1038/ncomms13109.

The structure of communication networks is an important determinant of the capacity of teams, organizations and societies to solve policy, business and science problems. Yet, previous studies reached contradictory results about the relationship between network structure and performance, finding...

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Barkoczi D, Galesic M. Social learning strategies modify the effect of network structure on group performance. Nat Commun. 2016;7:13109doi: 10.1038/ncomms13109.
Barkoczi, D., & Galesic, M. (2016). Social learning strategies modify the effect of network structure on group performance. Nature communications, 713109. https://doi.org/10.1038/ncomms13109
Barkoczi, Daniel, and Galesic, Mirta. "Social learning strategies modify the effect of network structure on group performance." Nature communications vol. 7 (2016): 13109. doi: https://doi.org/10.1038/ncomms13109
Barkoczi D, Galesic M. Social learning strategies modify the effect of network structure on group performance. Nat Commun. 2016 Oct 07;7:13109. doi: 10.1038/ncomms13109. PMID: 27713417; PMCID: PMC5059778.
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Look No Further: An Exercise in Clinical Reasoning.

Journal of general internal medicine

Rendon P, Dhaliwal G, Kim B, Aguayo A, Pierce JR.
PMID: 27075183
J Gen Intern Med. 2016 Sep;31(9):1097-101. doi: 10.1007/s11606-016-3635-0. Epub 2016 Apr 13.

No abstract available.

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Rendon P, Dhaliwal G, Kim B, et al. Look No Further: An Exercise in Clinical Reasoning. J Gen Intern Med. 2016;31(9):1097-101doi: 10.1007/s11606-016-3635-0.
Rendon, P., Dhaliwal, G., Kim, B., Aguayo, A., & Pierce, J. R. (2016). Look No Further: An Exercise in Clinical Reasoning. Journal of general internal medicine, 31(9), 1097-101. https://doi.org/10.1007/s11606-016-3635-0
Rendon, Patrick, et al. "Look No Further: An Exercise in Clinical Reasoning." Journal of general internal medicine vol. 31,9 (2016): 1097-101. doi: https://doi.org/10.1007/s11606-016-3635-0
Rendon P, Dhaliwal G, Kim B, Aguayo A, Pierce JR. Look No Further: An Exercise in Clinical Reasoning. J Gen Intern Med. 2016 Sep;31(9):1097-101. doi: 10.1007/s11606-016-3635-0. Epub 2016 Apr 13. PMID: 27075183; PMCID: PMC4978668.
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Practical Team-Based Learning from Planning to Implementation.

American journal of pharmaceutical education

Whitley HP, Bell E, Eng M, Fuentes DG, Helms KL, Maki ED, Vyas D.
PMID: 26889061
Am J Pharm Educ. 2015 Dec 25;79(10):149. doi: 10.5688/ajpe7910149.

Team-based learning (TBL) helps instructors develop an active teaching approach for the classroom through group work. The TBL infrastructure engages students in the learning process through the Readiness Assessment Process, problem-solving through team discussions, and peer feedback to ensure...

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Whitley HP, Bell E, Eng M, et al. Practical Team-Based Learning from Planning to Implementation. Am J Pharm Educ. 2015;79(10):149doi: 10.5688/ajpe7910149.
Whitley, H. P., Bell, E., Eng, M., Fuentes, D. G., Helms, K. L., Maki, E. D., & Vyas, D. (2015). Practical Team-Based Learning from Planning to Implementation. American journal of pharmaceutical education, 79(10), 149. https://doi.org/10.5688/ajpe7910149
Whitley, Heather P, et al. "Practical Team-Based Learning from Planning to Implementation." American journal of pharmaceutical education vol. 79,10 (2015): 149. doi: https://doi.org/10.5688/ajpe7910149
Whitley HP, Bell E, Eng M, Fuentes DG, Helms KL, Maki ED, Vyas D. Practical Team-Based Learning from Planning to Implementation. Am J Pharm Educ. 2015 Dec 25;79(10):149. doi: 10.5688/ajpe7910149. PMID: 26889061; PMCID: PMC4749897.
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Teacher Knowledge for Active-Learning Instruction: Expert-Novice Comparison Reveals Differences.

CBE life sciences education

Auerbach AJ, Higgins M, Brickman P, Andrews TC.
PMID: 29420184
CBE Life Sci Educ. 2018;17(1). doi: 10.1187/cbe.17-07-0149.

Active-learning strategies

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Auerbach AJ, Higgins M, Brickman P, et al. Teacher Knowledge for Active-Learning Instruction: Expert-Novice Comparison Reveals Differences. CBE Life Sci Educ. 2018;17(1)doi: 10.1187/cbe.17-07-0149.
Auerbach, A. J., Higgins, M., Brickman, P., & Andrews, T. C. (2018). Teacher Knowledge for Active-Learning Instruction: Expert-Novice Comparison Reveals Differences. CBE life sciences education, 17(1), . https://doi.org/10.1187/cbe.17-07-0149
Auerbach, A J, et al. "Teacher Knowledge for Active-Learning Instruction: Expert-Novice Comparison Reveals Differences." CBE life sciences education vol. 17,1 (2018). doi: https://doi.org/10.1187/cbe.17-07-0149
Auerbach AJ, Higgins M, Brickman P, Andrews TC. Teacher Knowledge for Active-Learning Instruction: Expert-Novice Comparison Reveals Differences. CBE Life Sci Educ. 2018;17(1). doi: 10.1187/cbe.17-07-0149. PMID: 29420184; PMCID: PMC6007764.
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Adaptive expertise in medical education: Accelerating learning trajectories by fostering self-regulated learning.

Medical teacher

Lajoie SP, Gube M.
PMID: 30033791
Med Teach. 2018 Aug;40(8):809-812. doi: 10.1080/0142159X.2018.1485886. Epub 2018 Jul 23.

Medical school is designed to provide students with the necessary education and training needed to be effective and safe physicians. Debates about how best to instruct medical students along this trajectory are abundant. Students learn through a planned curriculum...

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Lajoie SP, Gube M. Adaptive expertise in medical education: Accelerating learning trajectories by fostering self-regulated learning. Med Teach. 2018;40(8):809-812doi: 10.1080/0142159X.2018.1485886.
Lajoie, S. P., & Gube, M. (2018). Adaptive expertise in medical education: Accelerating learning trajectories by fostering self-regulated learning. Medical teacher, 40(8), 809-812. https://doi.org/10.1080/0142159X.2018.1485886
Lajoie, Susanne P, and Gube, Maren. "Adaptive expertise in medical education: Accelerating learning trajectories by fostering self-regulated learning." Medical teacher vol. 40,8 (2018): 809-812. doi: https://doi.org/10.1080/0142159X.2018.1485886
Lajoie SP, Gube M. Adaptive expertise in medical education: Accelerating learning trajectories by fostering self-regulated learning. Med Teach. 2018 Aug;40(8):809-812. doi: 10.1080/0142159X.2018.1485886. Epub 2018 Jul 23. PMID: 30033791.
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[The learning characteristics of primary care physicians].

Korean journal of medical education

Kim Y.
PMID: 26330072
Korean J Med Educ. 2015 Sep;27(3):213-9. doi: 10.3946/kjme.2015.27.3.213. Epub 2015 Aug 26.

PURPOSE: This study analyzed the learning characteristics of primary care physicians that are necessary to develop proper educational support systems in continuing medical education.METHODS: The research participants were 15 physicians with an average of 8 years of experience in...

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Kim Y. [The learning characteristics of primary care physicians]. Korean J Med Educ. 2015;27(3):213-9doi: 10.3946/kjme.2015.27.3.213.
Kim, Y. (2015). [The learning characteristics of primary care physicians]. Korean journal of medical education, 27(3), 213-9. https://doi.org/10.3946/kjme.2015.27.3.213
Kim, Youngjon. "[The learning characteristics of primary care physicians]." Korean journal of medical education vol. 27,3 (2015): 213-9. doi: https://doi.org/10.3946/kjme.2015.27.3.213
Kim Y. [The learning characteristics of primary care physicians]. Korean J Med Educ. 2015 Sep;27(3):213-9. doi: 10.3946/kjme.2015.27.3.213. Epub 2015 Aug 26. Korean. PMID: 26330072.
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Problem-Based Learning for Didactic Presentation to Baccalaureate Nursing Students.

Creative nursing

Montenery S.
PMID: 28468706
Creat Nurs. 2017 May 01;23(2):102-111. doi: 10.1891/1078-4535.23.2.102.

Nursing judgment is an essential component in the delivery of safe, quality patient care. Nurses must have the knowledge and skills to question authority, make judgments, substantiate evidence, and advocate for the patient. Traditional pedagogy in content-laden courses remains...

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Montenery S. Problem-Based Learning for Didactic Presentation to Baccalaureate Nursing Students. Creat Nurs. 2017;23(2):102-111doi: 10.1891/1078-4535.23.2.102.
Montenery, S. (2017). Problem-Based Learning for Didactic Presentation to Baccalaureate Nursing Students. Creative nursing, 23(2), 102-111. https://doi.org/10.1891/1078-4535.23.2.102
Montenery, Susan. "Problem-Based Learning for Didactic Presentation to Baccalaureate Nursing Students." Creative nursing vol. 23,2 (2017): 102-111. doi: https://doi.org/10.1891/1078-4535.23.2.102
Montenery S. Problem-Based Learning for Didactic Presentation to Baccalaureate Nursing Students. Creat Nurs. 2017 May 01;23(2):102-111. doi: 10.1891/1078-4535.23.2.102. PMID: 28468706.
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Interdisciplinary expertise in medical practice: Challenges of using and producing knowledge in complex problem-solving.

Medical teacher

Boon M, van Baalen S, Groenier M.
PMID: 30661424
Med Teach. 2019 Jun;41(6):668-677. doi: 10.1080/0142159X.2018.1544417. Epub 2019 Jan 20.

No abstract available.

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Boon M, van Baalen S, Groenier M. Interdisciplinary expertise in medical practice: Challenges of using and producing knowledge in complex problem-solving. Med Teach. 2019;41(6):668-677doi: 10.1080/0142159X.2018.1544417.
Boon, M., van Baalen, S., & Groenier, M. (2019). Interdisciplinary expertise in medical practice: Challenges of using and producing knowledge in complex problem-solving. Medical teacher, 41(6), 668-677. https://doi.org/10.1080/0142159X.2018.1544417
Boon, Mieke, et al. "Interdisciplinary expertise in medical practice: Challenges of using and producing knowledge in complex problem-solving." Medical teacher vol. 41,6 (2019): 668-677. doi: https://doi.org/10.1080/0142159X.2018.1544417
Boon M, van Baalen S, Groenier M. Interdisciplinary expertise in medical practice: Challenges of using and producing knowledge in complex problem-solving. Med Teach. 2019 Jun;41(6):668-677. doi: 10.1080/0142159X.2018.1544417. Epub 2019 Jan 20. PMID: 30661424.
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Showing 1501 to 1512 of 1528 entries