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Articles 1 - 3 of 3
Full-Text Articles in Education
Revisiting The Merits Of A Mandatory Large Group Classroom Learning Format: An Md-Mba Perspective, Shawn X. Li, Roshini Pinto-Powell
Revisiting The Merits Of A Mandatory Large Group Classroom Learning Format: An Md-Mba Perspective, Shawn X. Li, Roshini Pinto-Powell
Dartmouth Scholarship
The role of classroom learning in medical education is rapidly changing. To promote active learning and reduce student stress, medical schools have adopted policies such as pass/fail curriculums and recorded lectures. These policies along with the rising importance of the USMLE (United States Medical Licensing Examination) exams have made asynchronous learning popular to the detriment of classroom learning. In contrast to this model, modern day business schools employ mandatory large group classes with assigned seating and cold-calling. Despite similar student demographics, medical and business schools have adopted vastly different approaches to the classroom.
When examining the classroom dynamic at business …
Defining Dartmouth: Inclusion And Exclusion At Dartmouth College 1917-2017, Laura Barrett
Defining Dartmouth: Inclusion And Exclusion At Dartmouth College 1917-2017, Laura Barrett
Dartmouth Library Staff Publications
Dartmouth College’s demographics have shifted over the past one hundred years, from an almost entirely all male, white, and wealthy student body, to one with gender, racial, ethnic, and socioeconomic diversity. During this time, the College has endeavored to maintain its reputation as an academically exclusive institution for the intellectual elite while simultaneously opening its doors continually wider to a more diverse student population. These aspirations, for broad inclusivity within the bounds of narrow exclusivity, have frequently worked in opposition to one another, and Dartmouth’s administrators have led the College in a delicate balancing act amid shifting alumni demands, student …
Your Teaching Strategy Matters: How Engagement Impacts Application In Health Information Literacy Instruction, Heather A. Johnson, Laura C. Barrett
Your Teaching Strategy Matters: How Engagement Impacts Application In Health Information Literacy Instruction, Heather A. Johnson, Laura C. Barrett
Dartmouth Scholarship
The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session.