Linked Life Data

8054116

Source:http://linkedlifedata.com/resource/pubmed/id/8054116

Statements in which the resource exists as a subject.
PredicateObject
rdf:type
lifeskim:mentions
pubmed:issue
8
pubmed:dateCreated
1994-9-12
pubmed:abstractText
There has been considerable debate over the need for content expertise to lead a successful small-group discussion for medical students. Some authors feel process expertise related to the conduct of a small group is of more value than content expertise related to the case. At least one study has presented data that suggest content expertise can lead to teacher domination of the learning environment. In an earlier study, the present authors found that students learned more and were more satisfied with small-group instruction when the instruction was facilitated by a faculty member who was an expert in the content of the case. That study also identified no tendency for content experts to dominate the sessions (e.g., through lecturing or otherwise controlling the learning environment). The purpose of the present study was to explore the efficacy of a carefully designed and highly focused case problem to remove the influence of group facilitators' content expertise on students' learning outcomes.
pubmed:commentsCorrections
pubmed:language
eng
pubmed:journal
pubmed:citationSubset
AIM
pubmed:status
MEDLINE
pubmed:month
Aug
pubmed:issn
1040-2446
pubmed:author
pubmed:issnType
Print
pubmed:volume
69
pubmed:owner
NLM
pubmed:authorsComplete
Y
pubmed:pagination
663-9
pubmed:dateRevised
2010-3-24
pubmed:meshHeading
pubmed:year
1994
pubmed:articleTitle
Influence of a highly focused case on the effect of small-group facilitators' content expertise on students' learning and satisfaction.
pubmed:affiliation
Office of Educational Resources and Research, University of Michigan Medical School, Ann Arbor.
pubmed:publicationType
Journal Article, Clinical Trial, Comparative Study, Randomized Controlled Trial