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BMC Medical Education|July 30, 2024
Exploring the dynamics of situational interest in team-based learning in undergraduate medical educationJerome I Rotgans, Irene Sterpu, Lotta Herling, et al.Academic Medicine : Journal of the Association of American Medical Colleges|January 24, 2020
Team-Based Learning Analytics: An Empirical Case StudyYing Yun Juliana Koh, Henk G Schmidt, Naomi Low-Beer, et al.Anatomical Sciences Education|November 17, 2019
Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students' Performance and Drive for Learning?Sreenivasulu Reddy Mogali, Jerome I Rotgans, Lucy Rosby, et al.Advances in Health Sciences Education : Theory and Practice|March 17, 2011
Effect of worksheet scaffolds on student learning in problem-based learningSerene S Y Choo, Jerome I Rotgans, Elaine H J Yew, et al.Medical Teacher|March 24, 2018
Implementation of team-based learning on a large scale: Three factors to keep in mindPreman Rajalingam, Jerome I Rotgans, Nabil Zary, et al.Medical Education|July 23, 2020
Change is never easy: How management theories can help operationalise change in medical educationLisi Gordon, Jennifer A ClelandMedical Teacher|February 10, 2018
Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutesLucy Victoria Rosby, Jerome I Rotgans, Gerald Tan, et al.Advances in Health Sciences Education : Theory and Practice|February 7, 2019
Effects of graded versus ungraded individual readiness assurance scores in team-based learning: a quasi-experimental studyYing Yun Juliana Koh, Jerome I Rotgans, Preman Rajalingam, et al.Medical Education|May 24, 2007
Undergraduate medical students: who seeks formative feedback?Hazel K Sinclair, Jennifer A ClelandMedical Education|October 11, 2018
Factors underlying suboptimal diagnostic performance in physicians under time pressureDalal A ALQahtani, Jerome I Rotgans, Silvia Mamede, et al.Pageof 6