- About this Journal ·
- Abstracting and Indexing ·
- Aims and Scope ·
- Article Processing Charges ·
- Articles in Press ·
- Author Guidelines ·
- Bibliographic Information ·
- Citations to this Journal ·
- Contact Information ·
- Editorial Board ·
- Editorial Workflow ·
- Free eTOC Alerts ·
- Publication Ethics ·
- Reviewers Acknowledgment ·
- Submit a Manuscript ·
- Subscription Information ·
- Table of Contents
Education Research International
Volume 2012 (2012), Article ID 604052, 7 pages
Opinions about Teaching Modalities: A Comparison between Faculty and Students
Department of Biochemistry, Ross University School of Medicine, Portsmouth, Dominica
Received 10 March 2012; Revised 21 June 2012; Accepted 5 July 2012
Academic Editor: Stephen Rushton
Copyright © 2012 Shilpa Shah and Gerhard Meisenberg. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
- D. I. Newble and M. I. Gordon, “The learning style of medical students,” Medical Education, vol. 19, no. 1, pp. 3–8, 1985.
- J. M. Genn, “AMEE Medical Education Guide No. 23 (part 2): curriculum, environment, climate, quality and change in medical education–a unifying perspective,” Medical Teacher, vol. 23, no. 5, pp. 445–454, 2001.
- M. K. Alimoglu, E. Gurpinar, S. Mamakli, and M. Aktekin, “Ways of coping as predictors of satisfaction with curriculum and academic success in medical school,” American Journal of Physiology, vol. 35, no. 1, pp. 33–38, 2011.
- M. A. Henning, B. Shulruf, S. J. Hawken, and R. Pinnock, “Changing the learning environment: the medical student voice,” Clinical Teacher, vol. 8, no. 2, pp. 83–87, 2011.
- E. J. Jelsing, N. Lachman, A. E. O'Neil, and W. Pawlina, “Can a flexible medical curriculum promote student learning and satisfaction?” Annals of the Academy of Medicine Singapore, vol. 36, no. 9, pp. 713–718, 2007.
- D. X. Parmelee, D. DeStephen, and N. J. Borges, “Medical students' attitudes about team-based learning in a pre-clinical curriculum.,” Medical Education Online, vol. 14, p. 1, 2009.
- N. S. Vasan, D. O. DeFouw, and S. Compton, “A survey of student perceptions of team-based learning in anatomy curriculum: favorable views unrelated to grades,” Anatomical Sciences Education, vol. 2, no. 4, pp. 150–155, 2009.
- G. Meisenberg and A. Williams, “Are acquiescent and extreme response styles related to low intelligence and education?” Personality and Individual Differences, vol. 44, no. 7, pp. 1539–1550, 2008.
- T. V. Perneger, “What's wrong with Bonferroni adjustments,” British Medical Journal, vol. 316, no. 7139, pp. 1236–1238, 1998.
- A. Couch and K. Kenniston, “Yeasayers and naysayers: agreeing response set as a personality variable,” Journal of Abnormal and Social Psychology, vol. 60, no. 2, pp. 151–174, 1960.
- G. Gormley, K. Collins, M. Boohan, I. Bickle, and M. Stevenson, “Is there a place for e-learning in clinical skills? A survey of undergraduate medical students' experiences and attitudes,” Medical Teacher, vol. 31, no. 1, pp. e6–e12, 2009.
- S. E. O. Khogali, D. A. Davies, P. T. Donnan et al., “Integration of e-learning resources into a medical school curriculum,” Medical Teacher, vol. 33, no. 4, pp. 311–318, 2011.
- R. L. Golden, “William Osler at 150: an overview of a life,” Journal of the American Medical Association, vol. 282, no. 23, pp. 2252–2258, 1999.
- J. M. Twenge, “Birth cohort changes in extraversion: a cross-temporal meta-analysis, 1966–1993,” Personality and Individual Differences, vol. 30, no. 5, pp. 735–748, 2001.
- P. G. Koles, A. Stolfi, N. J. Borges, S. Nelson, and D. X. Parmelee, “The impact of team-based learning on medical students' academic performance,” Academic Medicine, vol. 85, no. 11, pp. 1739–1745, 2010.
- P. A. Thomas and C. W. Bowen, “A controlled trial of team-based learning in an ambulatory medicine clerkship for medical students,” Teaching and Learning in Medicine, vol. 23, no. 1, pp. 31–36, 2011.
- A. Harris, P. Boyce, and R. Ajjawi, “Clinical reasoning sessions: back to the patient,” Clinical Teacher, vol. 8, no. 1, pp. 13–16, 2011.
- R. De Seneviratne, D. D. Samarasekera, M. I. Karunathilake, and G. G. Ponnamperuma, “Students' perception of problem-based learning in the medical curriculum of the faculty of medicine, University of Colombo,” Annals of the Academy of Medicine Singapore, vol. 30, no. 4, pp. 379–381, 2001.