Studies of student learning: implications for medical teaching.
This article outlines recent studies of student learning carried out in Sweden, Australia and Britain and some implications for the medical curriculum. The findings reveal the existence of deep and surface approaches to learning, and show how the organization of departments and methods of assessment influence styles of learning. The final section of the article poses a series of questions for medical teachers to consider and perhaps discuss with their colleagues.
University Teaching Methods, University of Nottingham, Nottingham, UK.
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Brown