找回密碼
 To register

QQ登錄

只需一步,快速開始

掃一掃,訪問(wèn)微社區(qū)

打印 上一主題 下一主題

Titlebook: An Introduction to Medical Teaching; Kathryn N. Huggett,William B. Jeffries Book 2014Latest edition Springer Science+Business Media Dordre

[復(fù)制鏈接]
樓主: Nutraceutical
21#
發(fā)表于 2025-3-25 06:19:21 | 只看該作者
22#
發(fā)表于 2025-3-25 10:52:26 | 只看該作者
Petia Dineva,Dietmar Gross,Tsviatko Rangelovmedical curriculum and, having decided to use PBL, help them prepare for their role as a teacher in a PBL course. Teaching in a PBL course is a much different experience than in almost any other teaching format.
23#
發(fā)表于 2025-3-25 15:20:24 | 只看該作者
Problem-Based Learning,medical curriculum and, having decided to use PBL, help them prepare for their role as a teacher in a PBL course. Teaching in a PBL course is a much different experience than in almost any other teaching format.
24#
發(fā)表于 2025-3-25 19:08:24 | 只看該作者
25#
發(fā)表于 2025-3-25 23:13:09 | 只看該作者
https://doi.org/10.1007/978-981-19-8319-1 training followed by 2 years of clinical training are giving way to newer models, which emphasize early application of basic science knowledge to clinical problems (e.g., through problem-based learning), as well as revisiting basic science content in the clinical years.
26#
發(fā)表于 2025-3-26 00:47:49 | 只看該作者
27#
發(fā)表于 2025-3-26 06:14:22 | 只看該作者
Hannu Kivij?rvi,Margareta Soismaach to improving your teaching. In this chapter, we will encourage you to document the trajectory of your teaching, and will discuss mechanisms for gathering information about your teaching from various sources.
28#
發(fā)表于 2025-3-26 09:54:09 | 只看該作者
Facilitating Student Learning, training followed by 2 years of clinical training are giving way to newer models, which emphasize early application of basic science knowledge to clinical problems (e.g., through problem-based learning), as well as revisiting basic science content in the clinical years.
29#
發(fā)表于 2025-3-26 12:42:34 | 只看該作者
30#
發(fā)表于 2025-3-26 17:38:52 | 只看該作者
Documenting the Trajectory of Your Teaching,ch to improving your teaching. In this chapter, we will encourage you to document the trajectory of your teaching, and will discuss mechanisms for gathering information about your teaching from various sources.
 關(guān)于派博傳思  派博傳思旗下網(wǎng)站  友情鏈接
派博傳思介紹 公司地理位置 論文服務(wù)流程 影響因子官網(wǎng) 吾愛論文網(wǎng) 大講堂 北京大學(xué) Oxford Uni. Harvard Uni.
發(fā)展歷史沿革 期刊點(diǎn)評(píng) 投稿經(jīng)驗(yàn)總結(jié) SCIENCEGARD IMPACTFACTOR 派博系數(shù) 清華大學(xué) Yale Uni. Stanford Uni.
QQ|Archiver|手機(jī)版|小黑屋| 派博傳思國(guó)際 ( 京公網(wǎng)安備110108008328) GMT+8, 2025-10-13 16:40
Copyright © 2001-2015 派博傳思   京公網(wǎng)安備110108008328 版權(quán)所有 All rights reserved
快速回復(fù) 返回頂部 返回列表
东安县| 开江县| 常宁市| 阳西县| 池州市| 西青区| 兰州市| 深圳市| 岐山县| 拉萨市| 右玉县| 准格尔旗| 东山县| 怀来县| 安康市| 高唐县| 长丰县| 阿城市| 临沧市| 尼木县| 长海县| 卢龙县| 小金县| 龙游县| 工布江达县| 莱西市| 景泰县| 荃湾区| 白河县| 晋中市| 盐边县| 元朗区| 万全县| 文水县| 新兴县| 长宁县| 台前县| 万年县| 庐江县| 崇明县| 四子王旗|