Rethinking How to Introduce the Learning Sciences: a Near-Peer Approach.

Clicks: 140
ID: 278575
2021
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Emerging

Ranked #7 of 9 articles by views in Medical science educator

Most read Least read

Bar heights use a square-root scale.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
To address the problem of students cramming for examinations using short-term memorization, we developed an interactive session for first-year medical students in which a near-peer discussed evidence-based learning strategies and how to apply them to specific curricular activities to promote long-term retention and deep understanding. Immediate and delayed post-survey data suggested this new session promoted adoption of evidence-based learning strategies and was well-received by students.
Reference Key
ransohoff2021rethinkingmedical Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Ransohoff, Amy;Boscardin, Christy;Hauer, Karen E;Wlodarczyk, Susan;
Journal Medical science educator
Year 2021
DOI
10.1007/s40670-020-01142-5
URL
Keywords
undergraduate medical education peer-assisted learning learning sciences near-peer studying strategies

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.