Strategies to support self-regulated learning in integrated, student-centered curricula.

Greenberg, Amy; Olvet, Doreen M; Brenner, Judith; Zheng, Binbin; Chess, Amber; Schlegel, Elisabeth F M; Ginzburg, Samara B

Greenberg, Amy; Olvet, Doreen M; Brenner, Judith; Zheng, Binbin; Chess, Amber; Schlegel, Elisabeth F M; Ginzburg, Samara B.

Afiliación

Greenberg A; College of Human Medicine at Michigan State University, East Lansing, MI, USA.
Olvet DM; Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USA.
Brenner J; New York University Long Island School of Medicine, Mineola, NY, USA.
Zheng B; Uniformed Services University of the Health Sciences, Bethesda, MD, USA.
Chess A; Office of Student Disability Services, University of Chicago, Chicago, IL, USA.
Schlegel EFM; Department of Medical Education, Western Atlantic University School of Medicine, Freeport, Bahamas.
Ginzburg SB; Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USA.

Med Teach ; 45(12): 1387-1394, 2023 12.

Article en En | MEDLINE | ID: mdl-37270764

Asunto(s)

Educación de Pregrado en Medicina; Estudiantes de Medicina; Humanos; Aprendizaje; Curriculum; Facultades de Medicina

Palabras clave

Self-regulated learning; academic support; coaching; integrated curriculum; self-directed learning; student-centered

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Texto completo: 1 Bases de datos: MEDLINE Asunto principal: Estudiantes de Medicina / Educación de Pregrado en Medicina Tipo de estudio: Prognostic_studies / Qualitative_research Límite: Humans Idioma: En Revista: Med Teach Año: 2023 Tipo del documento: Article País de afiliación: Estados Unidos

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