Effects of Elaboration and Instructor Feedback on Retention of Clinical Reasoning Competence Among Undergraduate Medical Students A Randomized Crossover Trial

被引：3

作者：

Berens, Milena ^{[1
,2
]}

Becker, Tim

Anders, Sven ^{[3
]}

Sam, Amir H. ^{[4
]}

Raupach, Tobias ^{[5
]}

机构：

[1] Gottingen Univ Med Ctr, Dept Cardiol & Pneumol, Gottingen, Germany

[2] Univ Med Ctr Gottingen, Study Deanery, Gottingen, Germany

[3] Univ Med Ctr Hamburg Eppendorf, Dept Legal Med, Hamburg, Germany

[4] Imperial Coll London, Imperial Coll Sch Med, Med Educ Res Unit, London, England

[5] Univ Bonn, Inst Med Educ, Fac Med, Bonn, Germany

来源：

JAMA NETWORK OPEN | 2022年 / 5卷 / 12期

关键词：

D O I：

10.1001/jamanetworkopen.2022.45491

中图分类号：

R5 [内科学];

学科分类号：

1002 ; 100201 ;

摘要：

[No abstract available]

引用

页数：4

共 5 条

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[3]

Lai N M, 2012, Educ Health (Abingdon), V25, P105, DOI 10.4103/1357-6283.103457

[4] How can we teach medical students to choose wisely? A randomised controlled cross-over study of video-versus text-based case scenarios [J].

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BMC MEDICINE, 2018, 16

[5] How much of the paediatric core curriculum do medical students remember? [J].

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