Artículos de revistas: "Student-centred learning"

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Rachman, Rose. "Student centred learning". Practice 1, n.º 2 (junio de 1987): 173–89. http://dx.doi.org/10.1080/09503158708416841.

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Boyapati, Ed. "Learning: Student-centred vs teacher-centred". Korean Journal of Chemical Engineering 17, n.º 3 (mayo de 2000): 365–67. http://dx.doi.org/10.1007/bf02699054.

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Bailey, Patrick D. "Should 'teacher centred teaching' replace 'student centred learning'?" Chem. Educ. Res. Pract. 9, n.º 1 (2008): 70–74. http://dx.doi.org/10.1039/b801308j.

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Leach, C. K., B. Tanner y R. O. Jenkins. "Student-Centred Learning in Biotechnology". Biotechnology & Biotechnological Equipment 8, n.º 3 (enero de 1994): 99–104. http://dx.doi.org/10.1080/13102818.1994.10818797.

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Kadam, Pratik R., Umesh K. Gaikwad y Preeti D. Bhamre. "Student Centred Learning Using Student’s Learning Style". Journal of Engineering Education Transformations 34 (31 de enero de 2021): 391. http://dx.doi.org/10.16920/jeet/2021/v34i0/157185.

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CRISAN-TAUSAN, Liana. "FOSTERING ACADEMIC MOTIVATION FROM A STUDENT-CENTRED PERSPECTIVE". JOURNAL PLUS EDUCATION 31, n.º 2/2022 (1 de noviembre de 2022): 227–37. http://dx.doi.org/10.24250/jpe/2/2022/lct.

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The fostering of the academic motivation of pupils/students by the teachers should represent one of the fundamental and permanent objectives of the instructive-educational activity, all the more so since motivation is assigned the second place in the hierarchy of importance of academic success factors, right after academic intelligence ( D. Ausubel, F. Robinson, 1981). The quality of the results of the learning activity and the student's academic adaptation are also conditioned by the degree and type of motivation that supports the learning activity. From the set of variables that determine the students' academic motivation, the school can influence or control, through the instructive-educational activity, only the factors that pertain to its own domain: the interactions between pupils/students and teachers; the interactions between pupils/students and other pupils/students; selecting, processing, and adapting the content of the educational process, the didactic methods, the assessment methods of academic performance. Considering the importance of strategies to stimulate the motivation for learning in the context of academic performance, we set out to investigate the perception of a group of students from faculties with a technical profile regarding educational practices that favour the development of academic motivation. The research method used is the questionnaire-based survey. To identify the students' perceptions of strategies that contribute to stimulating their academic motivation, we used closed-ended items in a questionnaire.

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Muravyeva, A. A., O. N. Oleynikova y N. M. Aksyonova. "MULTIPLE DIMENSIONS OF STUDENT-CENTRED LEARNING". University Management: Practice and Analysis 21, n.º 3 (2017): 92–99. http://dx.doi.org/10.15826/umpa.2017.03.041.

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Ganeshan, Kathiravelu, Marianne Cherrington y Nemanja Vukikjevikj. "Experiential Student-Centred Learning and Teaching". Rere Āwhio - The Journal of Applied Research and Practice, n.º 1 (2021): 22–33. http://dx.doi.org/10.34074/rere.00103.

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Student-centred learning and teaching (SCLT) is gaining interest internationally in tertiary education institutions. SCLT is an indicator of quality assessment in higher education, and scholars and educators are seeking ways to implement SCLT to boost engagement, participation, agency, and confidence in students. This paper considers some of the practical benefits of SCLT and discusses a unique inter-departmental experiential project, used to augment assessment in an international tertiary campus. Working through stops and starts with conversations and agile pivots presented many perspectives on experiential SCLT approaches. Evidence is mounting that active student learning practices facilitate more meaningful or deeper learning, that is retained longer. The novel contribution of this paper is the experiential link with SCLT paradigms used with diverse, agile student-led teams. With planning and perseverance, exceptional real-life learning can be achieved. Moreover, the underlying capabilities that are developed, support students to be highly employable graduates.

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Taylor, Andrew. "A 'window' on student-centred learning". British Journal of Educational Technology 21, n.º 3 (septiembre de 1990): 229–30. http://dx.doi.org/10.1111/j.1467-8535.1990.tb00043.x.

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Tangney, Sue. "Student-centred learning: a humanist perspective". Teaching in Higher Education 19, n.º 3 (21 de noviembre de 2013): 266–75. http://dx.doi.org/10.1080/13562517.2013.860099.

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French, Sally. "Teaching Methods: 3. Student Centred Learning". Physiotherapy 75, n.º 11 (noviembre de 1989): 678–80. http://dx.doi.org/10.1016/s0031-9406(10)62402-9.

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Farrington, Ian. "Student‐Centred Learning: Rhetoric and Reality?" Journal of Further and Higher Education 15, n.º 3 (septiembre de 1991): 16–21. http://dx.doi.org/10.1080/0309877910150302.

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Calder, Nigel. "Student wonderings: scaffolding student understanding within student-centred inquiry learning". ZDM 47, n.º 7 (15 de septiembre de 2015): 1121–31. http://dx.doi.org/10.1007/s11858-015-0734-z.

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Elen, Jan, Geraldine Clarebout, Rebecca Léonard y Joost Lowyck. "Student-centred and teacher-centred learning environments: what students think". Teaching in Higher Education 12, n.º 1 (12 de enero de 2007): 105–17. http://dx.doi.org/10.1080/13562510601102339.

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Hobson, Julia y Angus Morrison-Saunders. "Reframing teaching relationships: from student-centred to subject-centred learning". Teaching in Higher Education 18, n.º 7 (octubre de 2013): 773–83. http://dx.doi.org/10.1080/13562517.2013.836095.

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Chung *, Jenny C. C. y Susanna M. K. Chow. "Promoting student learning through a student‐centred problem‐based learning subject curriculum". Innovations in Education and Teaching International 41, n.º 2 (mayo de 2004): 157–68. http://dx.doi.org/10.1080/1470329042000208684.

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Damşa, Crina y Thomas de Lange. "Student-centred learning environments in higher education". Uniped 42, n.º 01 (8 de marzo de 2019): 9–26. http://dx.doi.org/10.18261/issn.1893-8981-2019-01-02.

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Tickle, Sharon. "Integrating student-centred learning in Asia-Pacific". Pacific Journalism Review : Te Koakoa 9, n.º 1 (1 de septiembre de 2003): 149–55. http://dx.doi.org/10.24135/pjr.v9i1.761.

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Universities are ideally placed to support the developing media industry in the Asia-Pacific by integrating their student projects with community service activities. Particular oppportunities exist to support the mission of media industry support organisations by using the worldwide web as a platform for information dissemination, training and campaigning. The benefits for the media partner, the academy and the students are considerable. This article presents a successful model in East Timor and Melanesia that may be adapted in other tertiary institutions.

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Neimane, Ilma y Rita Rupeika. "Student- centred learning in the Liepaja University". SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (9 de mayo de 2015): 366. http://dx.doi.org/10.17770/sie2012vol1.57.

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<p>The idea about student focused higher education has been actualizped during the meeting of European ministers of Education and Science at Levene Kommunike in 2009, where higher education priorities in Europe were determined. Changing the role of student psychologically and economically as well to the student focused higher education represents obtaining the study course subbordinating it to achieved results not vice versa.. During the new study model the student becomes the partner of the teacher in case if he/she understands his/her rights, he/she is listened to and there is a possibility to achieve the identified goals and challenges. University of Liepaja has started to develop the following approach in study process.</p>

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Warrender, Fiona. "Clinical Practice: A Student-Centred Learning Package". British Journal of Occupational Therapy 53, n.º 6 (junio de 1990): 233–38. http://dx.doi.org/10.1177/030802269005300609.

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Edwards, Robert y Alan Sutton. "A practical approach to student-centred learning". British Journal of Educational Technology 23, n.º 1 (enero de 1992): 4–20. http://dx.doi.org/10.1111/j.1467-8535.1992.tb00305.x.

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Owen, Cathy, Mary-Ann Ryall y Gerry Corrigan. "Case-based learning: developing patient- and student-centred learning". Medical Education 41, n.º 5 (mayo de 2007): 508–9. http://dx.doi.org/10.1111/j.1365-2929.2007.02732.x.

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Hurst, Gill. "Foundation Skills for Caring – Using Student-centred LearningFoundation Skills for Caring – Using Student-centred Learning". Nursing Standard 24, n.º 11 (18 de noviembre de 2009): 31. http://dx.doi.org/10.7748/ns2009.11.24.11.31.b988.

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Roman, Ioana. "Development of Agronomic Education by Student-centred Learning". Procedia - Social and Behavioral Sciences 180 (mayo de 2015): 441–47. http://dx.doi.org/10.1016/j.sbspro.2015.02.142.

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Welzel, Manuela. "Student-centred instruction and learning processes in physics". Research in Science Education 27, n.º 3 (septiembre de 1997): 383–94. http://dx.doi.org/10.1007/bf02461760.

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Sweetman, Rachel. "HELOs and student centred learning - where's the link?" European Journal of Education 52, n.º 1 (22 de febrero de 2017): 44–55. http://dx.doi.org/10.1111/ejed.12202.

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Greener, Sue. "What do we mean by “student-centred” learning?" Interactive Learning Environments 23, n.º 1 (2 de enero de 2015): 1–2. http://dx.doi.org/10.1080/10494820.2015.1005423.

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Fay, Peter. "Open and student centred learning: Evangelism and Heresy". Journal of Further and Higher Education 12, n.º 1 (marzo de 1988): 3–19. http://dx.doi.org/10.1080/0309877880120101.

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Prendergast, Gerard P. "Student‐Centred Learning in the Large Class Setting". Journal of Further and Higher Education 18, n.º 3 (septiembre de 1994): 48–62. http://dx.doi.org/10.1080/0309877940180305.

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Garrigan, Phil. "Facilitating Effective Student‐Centred Learning: enablement and ennoblement". Journal of Further and Higher Education 21, n.º 1 (febrero de 1997): 97–105. http://dx.doi.org/10.1080/0309877970210109.

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A J Stefani, Lorraine, Joe Clarke y Allison H. Littlejohn. "Developing a Student-Centred Approach to Reflective Learning". Innovations in Education and Training International 37, n.º 2 (enero de 2000): 163–71. http://dx.doi.org/10.1080/13558000050034529.

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Jordan, L., C. Bovill, S. M. Othman, A. M. Saleh, N. P. Shabila y N. Watters. "Is student-centred learning a Western concept? Lessons from an academic development programme to support student-centred learning in Iraq". Teaching in Higher Education 19, n.º 1 (2 de septiembre de 2013): 13–25. http://dx.doi.org/10.1080/13562517.2013.827649.

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Fatima, Sadaf. "Teacher Centered Versus Student Centered Strategies for Undergraduate Students". Pakistan Armed Forces Medical Journal 72, n.º 2 (1 de mayo de 2022): 604–07. http://dx.doi.org/10.51253/pafmj.v72i2.3723.

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Objective: To compare the student-centred learning strategies with teacher-centred strategies in developing adult learning principles for medical students. Study Design: Quasi-experimental study. Place and Duration of Study: Ziauddin Medical College and Jinnah Medical & Dental College, Karachi, Nov 2017 to Oct 2018. Methodology: The study participants included first and second-year medical students. They were divided into two groups. One group of students was recruited from a medical college having a hybrid curriculum through problem based learning and lectures. The other students were recruited from a college following a traditional curriculum through only teacher-centred strategies and lectures. The comparison between the two groups of students was based on adult learning principles. A questionnaire including 17 items from the principles of adult learning scale (PALS) was given to medical students. Out of 17 items from the principles of adult learning scale, 13 were related to student learning, and four were regarding teacher instruction. The students were asked to determine the teaching practices promoting the development of adult learning principles on a Likert scale from 0-5. Results: In the learning section, the medical students having student-centred learning strategies had 28.16 ± 10.98 scores compared to students with teacher-centred strategies with a score of 33.73 ± 12.66 on the principles of adult learning scale. In the teacher instruction section, the score was 13.81 ± 3.76 in students with learner-centered strategies and 14.76 ± 3.79 in students with teacher-centred strategies. Conclusion: The teacher-centred learning strategies promote the development of adult learning principles better than the student-centred strategies in medical students.

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Farias, Cláudio, Peter Andrew Hastie y Isabel Mesquita. "Scaffolding student–coaches’ instructional leadership toward student-centred peer interactions". European Physical Education Review 24, n.º 3 (13 de enero de 2017): 269–91. http://dx.doi.org/10.1177/1356336x16687303.

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This study was the first in sport education to provide a yearlong, in-depth examination of the scaffolding processes used by a teacher during student participation in four consecutive seasons. Given the peer teaching format of the learning activities and curriculum ownership allocated to students, a focus was placed on the preparation of the students in the role of team coaches to conduct instruction in student-centred interactions (active engagement of teammates in problem-solving, discovery, and the construction of knowledge). Twenty-six seventh grade students participated in four consecutive seasons of sport education (basketball, handball, soccer, and volleyball). The research involved four action-research iterative cycles of planning, acting, monitoring, and reflecting. Data collection involved semi-structured interviews with teams and exclusively with the student–coaches, lesson observations, and a field diary kept by the first author, who assumed the role of practitioner–researcher. Findings showed the scaffolding of the student–coaches’ instructional leadership was a non-linear process contingently adjusted in reference to aspects such as student–coaches’ progress in the mastery of instructional processes, the complexity of the domain-specific content, and the nature of the sports. As the student–coaches developed knowledge of content and instruction, they became increasingly self-assisted in the conduct of the learning activities. The ability to use simplified questioning to scaffold teammates’ prior learning experiences, to prompt teammates’ analysis and active discovery of solutions to game problems, and independent adjustment of instruction to the particular context were the key achievements. Specific training is necessary if student–coaches are to engage teammates actively in learning interactions.

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Simanjuntak, Mariana, Merry Meryam Martgrita, Juli Yanti Damanik y Monalisa Pasaribu. "The Relevance of Learning Methods in Realising Student-Centred Transformative Learning". International Journal of Learning, Teaching and Educational Research 21, n.º 3 (30 de marzo de 2022): 359–78. http://dx.doi.org/10.26803/ijlter.21.3.19.

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This research aims at determining the most appropriate learning method in one cluster of students enrolling in the courses of SPD and EABP. For the data analysis, a survey was performed on the STEM cluster. The sample comprised the students of SPD and EABP, two courses in bioprocess engineering. The sample was determined on the basis of the clustering groups. The next procedures were FGD, interview, and questionnaire distribution. The quantitative data were analyzed with a systematic review. The result showed that the course-learning outcomes were achieved to the maximum percentage with PBL and PrBL. Moreover, the results discussed how students experience learning in SPD and EABP courses, where the activities included collaborative learning in a cluster mode. Learning methods in the bioprocess-engineering study program have been transformed from the traditional model (educator, or supervisor-centred learning) into Student-Centred Learning (SCL). Learning conduct and the characteristics of PBL and PrBL increase students’ motivation in self-directed learning; while educators or supervisors as instructors allow students to focus on their own learning; and they are not heavily reliant on their educators to give them instructions. PBL and PrBL in SCL promote students’ role as the core of the learning, in which the students themselves investigate and explore the process and design their own learning. This research contributes to STEM-clustering application with student-centred transformative learning in bioprocess engineering.

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Ogun, Olufunmilola A., Timothy E. Nottidge y Sue Roff. "Students’ perceptions of the learning environment in two Nigerian medical schools offering different curricula". Ghana Medical Journal 52, n.º 3 (26 de diciembre de 2018): 116–21. http://dx.doi.org/10.4314/gmj.v52i3.2.

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Objective: Compare the results of administering the DREEM questionnaire in two Nigerian medical schools offering traditional and student-centred curricular respectively, to identify any differences in the learning environment and appreciate advantages of the more modern curriculum.Methods: A survey design was used. Data was analysed using the DREEM scoring rubric. The independent t-test was used to compare results. Setting: The DREEM questionnaire was administered to final year medical students at two participating centres. Participants: Final year students of a teacher-centred and a student-centred medical school. Results: There were 138 respondents – 50 (96.2% of the final year students) from the teacher centred school and 88 (59.1% of the final year students) from the student-centred school. The mean total DREEM score was 117+22.3 in the former and 119 +23.6 in the latter (p = 0.798). Mean age of students in the teacher centred school was 28 ± 5.28 years, while that of the student-centred school was 23 ± 1.83 years (p < 0.05). Conclusion: The mean total DREEM score proximity between the schools suggests that the younger students using a more student-centred curriculum have less of an appreciation of their improved learning environment than is expected. Thus, the hidden curriculum could be lagging behind the written one. The older students in the teacher centred environment have a more mature appreciation of their learning climate. Funding: Personal sourcesKeywords: medical education, Nigeria, curriculum, DREEM

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Akhter, Nasrin, Muhammad Naseer Ud Din y Abdul Majeed Khan. "The Mathematics Elementary School Teachers’ Perceptions of the Student-Centered Approaches and Professional Learning Experiences". Global Social Sciences Review III, n.º IV (30 de diciembre de 2018): 87–101. http://dx.doi.org/10.31703/gssr.2018(iii-iv).06.

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This research explores the perceptions’ of mathematics teachers who are teaching in Pakistani schools at secondary level. The study aimed to explore the elementary school teachers’ perceptions about student-centred approaches, and their difficulties facing in using these approaches. The study uses a methodology of questionnaire and interview to gather data from mathematics teachers at secondary level. The results of this study indicate that the most mathematics teachers were positive about the role and importance of student-centred approaches in their mathematics. The majority of teachers appreciated their role as a facilitator of the learning process using student-centred approaches Moreover, the majority of teachers reported that continued practice in teaching mathematics courses and/or teaching method courses had contributed to their developing a fair understanding of teaching mathematics. The teachers responded positively regarding the role of student-centred approaches to enhance the procedural understanding of students in mathematics. Most of the findings supported student-centred approaches positively. Finally, the recommendations concerning the importance of student-centred approaches in mathematics, the arrangement of resources, and teachers’ professional development are presented for the attention of teachers, administration and curriculum developers.

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Flood, Adele. "Student Action - Centred Learning: a new model for learning and teaching". International Journal for Cross-Disciplinary Subjects in Education 3, n.º 3 (1 de septiembre de 2012): 805–15. http://dx.doi.org/10.20533/ijcdse.2042.6364.2012.0115.

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Ismail, Annafatmawaty B. T., Sukanlaya Sawang y Roxanne Zolin. "Entrepreneurship education pedagogy: teacher-student-centred paradox". Education + Training 60, n.º 2 (12 de febrero de 2018): 168–84. http://dx.doi.org/10.1108/et-07-2017-0106.

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Purpose The purpose of this paper is to answer the research question: “Do different pedagogies used in teaching entrepreneurship education influence individual skill development, which then in turn translates into a likelihood of entrepreneurial implementation intention?” Design/methodology/approach The number of total participants for the quasi-experiment was 308 undergraduate students in Malaysia, in which pre- and post-test (n=203) and control (n=105) groups are included. Students who enroled in the entrepreneurship course were randomly allocated into a class employing teacher-centred pedagogy or student-centred pedagogy. Learning outcomes are measured by objective and subjective measures. Findings Both pedagogical approaches had a positive effect on the development of the learning outcomes. However, the students who learned using the teacher-centred approach statistically developed a higher level of objective and subjective learning outcomes compared to the students who learned using the student-centred approach. The findings also suggest that the relationship between entrepreneurship education and entrepreneurial intention mediates by learned skills. Originality/value The quasi-experimental design greatly improves the ability to make accurate claims about the impact of entrepreneurial education on entrepreneurship-related outcomes. Further, the study uses the implementation intention strategy in measuring the entrepreneurial intention. Thus, the study strongly supports for the view that implementation intention improves predictive validity of the behavioural intention within the framework of theory of planned behaviour by setting out in advance when, where, and how the goal will be achieved.

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Hua, Zhong, Ann Harris y Ros Ollin. "Student autonomy and awareness: vocational education and student‐centred learning in China". Journal of Vocational Education & Training 63, n.º 2 (junio de 2011): 191–203. http://dx.doi.org/10.1080/13636820.2011.566346.

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Baeten, Marlies, Filip Dochy, Katrien Struyven, Emmeline Parmentier y Anne Vanderbruggen. "Student-centred learning environments: an investigation into student teachers’ instructional preferences and approaches to learning". Learning Environments Research 19, n.º 1 (19 de julio de 2015): 43–62. http://dx.doi.org/10.1007/s10984-015-9190-5.

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Zain, Sharifah Fauziah Hanim Syed, Farah Eliza Mohd Rasidi y Ismin Izwani Zainol Abidin. "Student-Centred Learning In Mathematics Constructivism In The Classroom". Journal of International Education Research (JIER) 8, n.º 4 (20 de septiembre de 2012): 319–28. http://dx.doi.org/10.19030/jier.v8i4.7277.

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Various techniques have been introduced among educators to relate concepts to application, from inductive learning, discovery learning, and student-centred learning (SCL). Mathematics has always been taught the traditional way teacher is the main person to teach through lectures and activities, with students mostly in the passive receiver mode (ONeill & Mc Mahon, 2005). Students in Malaysia are very exam-oriented and adamant to the end grade, the score they must achieve to secure a good Grade Point Average through memorising and regurgitating facts. Those who dislike mathematics have to undergo remedial sessions and repeat the course, yet still only manage a low passing grade. This study explored the effects of the student-centred learning (SCL) approach in Mathematics on learning skills among pre-university students and teachers; and their perceptions of the SCL technique in the course. Through a quantitative approach and interviews with the selected samples, the data was analysed and discussed against the Constructivist theory as the theoretical framework. Results revealed that the learning skills were demonstrated in SCL through students heightened interaction and cooperation, in and outside of the classroom, better planning of the lesson and their learning, with some elements of analytic skills being portrayed. These students are less passive receivers of knowledge; more responsive, and able to relate to their experiences. The study also highlighted the gap which existed between what students expected in their learning and what teachers have taught; in terms of curriculum design as well as assessment.

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Torrisi-Steele, Geraldine. "Facilitating the Shift From Teacher Centred to Student Centred University Teaching". International Journal of Adult Education and Technology 11, n.º 3 (julio de 2020): 22–35. http://dx.doi.org/10.4018/ijaet.2020070102.

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Design thinking is gaining momentum across the many fields of human endeavour, including education. Its use in education is predominantly to shape learning activities undertaken by students with the aim of nurturing the growth of desirable 21st century capabilities in students. There is relatively less attention given to the application of design thinking as a process for educators to engage in with the aim of developing curriculum and teaching practices that are characteristically student centred. In the present article, the author brings to the fore the suitability of design thinking as a process with the potential to further provoke the necessary shift in university teaching from teacher centred, instructive approaches towards the more desirable constructivist, and student centred approaches.

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Trinidad, Jose Eos y Galvin Radley Ngo. "Technology’s roles in student-centred learning in higher education". International Journal of Action Research 15, n.º 1/2019 (4 de abril de 2019): 81–94. http://dx.doi.org/10.3224/ijar.v15i1.06.

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Given challenges of covering course content, ensuring skills acquisition, and assessing student’s work, higher education faculty often experience difficulties in practicing student-centered learning. The education literature has shown that one way of addressing these concerns is through the use of educational technologies. In this action research, ten faculty members from a Philippine university participated in a coaching programme on using technology for student-centered learning. From interviews and classroom observations, the study finds that when introduced to appropriate tools, higher education faculty use technologies for interactive learning, timely feedback, and better engagement with students. The present research elaborates how faculty from different departments have used these technologies and how the students have responded to their use. The study contributes to the discussion of how technologies can enhance student learning and complement classroom instruction.

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Rowlett, Peter y Alexander S. Corner. "Flexible, student-centred remote learning for programming skills development". International Journal of Mathematical Education in Science and Technology 53, n.º 3 (29 de octubre de 2021): 619–26. http://dx.doi.org/10.1080/0020739x.2021.1989067.

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Livingstone, David y Kenneth Lynch. "Reflections on 'Group Project Work and Student-centred Learning'". Journal of Geography in Higher Education 26, n.º 2 (julio de 2002): 213–15. http://dx.doi.org/10.1080/03098260220144739.

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Brush, Thomas y John Saye. "Supporting learners in technology-enhanced student-centred learning environments". International Journal of Learning Technology 1, n.º 2 (2004): 191. http://dx.doi.org/10.1504/ijlt.2004.004917.

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Kember, David y David Murphy. "A synthesis of open, distance and student centred learning". Open Learning: The Journal of Open, Distance and e-Learning 5, n.º 2 (junio de 1990): 3–8. http://dx.doi.org/10.1080/0268051900050202.

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Bayram-Jacobs, Dürdane y Fahriye Hayırsever. "Student-centred Learning: How Does It Work in Practice?" British Journal of Education, Society & Behavioural Science 18, n.º 3 (10 de enero de 2016): 1–15. http://dx.doi.org/10.9734/bjesbs/2016/28810.

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Jamkar, Arun, Viswanth Yemul y Gurpreet Singh. "Integrated teaching programme with student-centred case-based learning". Medical Education 40, n.º 5 (mayo de 2006): 466–67. http://dx.doi.org/10.1111/j.1365-2929.2006.02438.x.

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