Trustingly bewildered. How first-year medical students make sense of their learning experience in a traditional, preclinical curriculum

Background: Traditional preclinical curricula based on memorization of scientific facts constitute learning environments which may negatively influence both factual understanding and professional identity development in medical students. Little is known of how students themselves experience and inte...

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Detalles Bibliográficos
Autores principales: Schei, Edvin, Johnsrud, Ruth E., Mildestvedt, Thomas, Pedersen, Reidar, Hjörleifsson, Stefán
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Taylor & Francis 2018
Materias:
Research Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6070970/
https://www.ncbi.nlm.nih.gov/pubmed/30064330
http://dx.doi.org/10.1080/10872981.2018.1500344

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6070970/
https://www.ncbi.nlm.nih.gov/pubmed/30064330
http://dx.doi.org/10.1080/10872981.2018.1500344

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