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Does Medical Students' Diagnostic Performance Improve by Observing Examples of Self-Explanation Provided by Peers or Experts?
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Chamberland, Martine; Mamede, Sílvia; St-Onge, Christina; Setrakian, Jean; Schmidt, Henk G. – Advances in Health Sciences Education, 2015
Educational strategies that promote the development of clinical reasoning in students remain scarce. Generating self-explanations (SE) engages students in active learning and has shown to be an effective technique to improve clinical reasoning in clerks. Example-based learning has been shown to support the development of accurate knowledge…
Descriptors: Medical Education, Medical Students, Educational Strategies, Active Learning
Situational Interest and Academic Achievement in the Active-Learning Classroom
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Rotgans, Jerome I.; Schmidt, Henk G. – Learning and Instruction, 2011
The aim of the present study was to investigate how situational interest develops over time and how it is related to academic achievement in an active-learning classroom. Five measures of situational interest were administered at critical points in time to 69 polytechnic students during a one-day, problem-based learning session. Results revealed…
Descriptors: Academic Achievement, Active Learning, Problem Based Learning, College Students
The Role of Teachers in Facilitating Situational Interest in an Active-Learning Classroom
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Rotgans, Jerome I.; Schmidt, Henk G. – Teaching and Teacher Education: An International Journal of Research and Studies, 2011
The study sought to explore whether interactional teacher characteristics such as social congruence, subject-matter expertise, and cognitive congruence increase situational interest in students. Correlational and path analyses were conducted on a sample of 498 polytechnic students to assess potential differences in situational interest based on…
Descriptors: Learner Engagement, Teacher Student Relationship, Teacher Role, Classroom Environment