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Skip to Search Results- 23Hartling, Lisa
- 7Tjosvold, Lisa
- 7Vandermeer, Ben
- 6Klassen, Terry P.
- 4Campbell, Sandy
- 4Featherstone, Robin
- 17Medicine and Dentistry, Faculty of
- 12Medicine and Dentistry, Faculty of/Alberta Research Centre for Health Evidence (ARCHE)
- 6University of Alberta Library
- 6University of Alberta Library/Libraries Staff Publications
- 5Medicine and Dentistry, Faculty of/Medical Education
- 2CHLA/ABSC 2017 ANNUAL CONFERENCE: Northern Illumination/ Lumières du Nord -- May 16-19, 2017 -- Edmonton, Alberta.
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The Effectiveness of Team Based Learning on Learning Outcomes in Health Professions Education: A Best Evidence for Medical Education (BEME) Systematic Review
Download2011-10-25
Hartling, Lisa, Oswald, Anna E., Hillier, Tracey, Campbell, Sandy, Fatmi, Mim S.
The aim of this systematic review was to asess the effectiveness of team based learning on improving learning outcomes in health professions education in order to provide curriculum planners with more direction in their decision-making with regard to TBL implementation.
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The Effects of Audience Response Systems on Learning Outcomes in Health Professions Education:
The Effects of Audience Response Systems on Learning Outcomes in Health Professions Education:
Download2011-03-05
Campbell, Sandy, Nelson, Cody, Hartling, Lisa, Oswald, Anna E.
This poster describes a systematic review of the literature related to the effects of audience response sytems on learning outcomes in health professions education.
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The Effects of Audience Response Systems on Learning Outcomes in Health Professions Education: a Best Evidence Medical Education (BEME) Systematic Review
The Effects of Audience Response Systems on Learning Outcomes in Health Professions Education: a Best Evidence Medical Education (BEME) Systematic Review
Download2010-10-12
Hartling, Lisa, Campbell, Sandy, Oswald, Anna E., Nelson, Cody
This review demonstrates that audience response systems have a positive impact on knowledge based learning outcomes with the most significant impact being observed when compared to non-interactive teaching methods. Learner reaction to the ARS was nearly all positive. A formal meta-analysis is...