RESUMEN

The battery's performance heavily influences the safety, dependability, and operational efficiency of electric vehicles (EVs). This paper introduces an innovative hybrid deep learning architecture that dramatically enhances the estimation of the state of charge (SoC) of lithium-ion (Li-ion) batteries, crucial for efficient EV operation. Our model uniquely integrates a convolutional neural network (CNN) with bidirectional long short-term memory (Bi-LSTM), optimized through evolutionary intelligence, enabling an advanced level of precision in SoC estimation. A novel aspect of this work is the application of the Group Learning Algorithm (GLA) to tune the hyperparameters of the CNN-Bi-LSTM network meticulously. This approach not only refines the model's accuracy but also significantly enhances its efficiency by optimizing each parameter to best capture and integrate both spatial and temporal information from the battery data. This is in stark contrast to conventional models that typically focus on either spatial or temporal data, but not both effectively. The model's robustness is further demonstrated through its training across six diverse datasets that represent a range of EV discharge profiles, including the Highway Fuel Economy Test (HWFET), the US06 test, the Beijing Dynamic Stress Test (BJDST), the dynamic stress test (DST), the federal urban driving schedule (FUDS), and the urban development driving schedule (UDDS). These tests are crucial for ensuring that the model can perform under various real-world conditions. Experimentally, our hybrid model not only surpasses the performance of existing LSTM and CNN frameworks in tracking SoC estimation but also achieves an impressively quick convergence to true SoC values, maintaining an average root mean square error (RMSE) of less than 1 %. Furthermore, the experimental outcomes suggest that this new deep learning methodology outstrips conventional approaches in both convergence speed and estimation accuracy, thus promising to significantly enhance battery life and overall EV efficiency.

RESUMEN

This paper proposes a knowledge-based decision-making system for energy bill assessment and competitive energy consumption analysis for energy savings. As humans have a tendency toward comparison between peers and self-groups, the same concept of competitive behavior is utilized to design knowledge-based decision-making systems. A total of 225 house monthly energy consumption datasets are collected for Maharashtra state, along with a questionnaire-based survey that includes socio-demographic information, household appliances, family size, and some other parameters. After data collection, the pre-processing technique is applied for data normalization, and correlation technique-based key features are extracted. These features are used to classify different house categories based on consumption. A knowledge-based system is designed based on historical datasets for future energy consumption prediction and comparison with actual usage. These comparative studies provide a path for knowledgebase system design to generate monthly energy utilization reports for significant behavior changes for energy savings. Further, Linear Programming and Genetic Algorithms are used to optimize energy consumption for different household categories based on socio-demographic constraints. This will also benefit the consumers with an electricity bill evaluation range (i.e., normal, high, or very high) and find the energy conservation potential (kWh) as well as a cost-saving solution to solve real-world complex electricity conservation problem.

RESUMEN

PURPOSE: This study, by applying the feedback process of the organizational learning model, examined the relationships among group learning, individuals' and groups' internalization of institutionalized evidence-based practice (I-EBP), and nurses' sustainment of I-EBP. DESIGN/METHODOLOGY/APPROACH: Twelve hospitals were included in this cross-sectional study, with 1,741 nurses from 59 wards. Anonymous questionnaires were administered from October to December 2021. Participants self-reported their wards' group learning, internalization of I-EBP, sustainment of I-EBP, EBP beliefs, intra-hospital transfers, and nursing research experiences. The number of nurses and I-EBP introduction length and type of I-EBP were assessed. Internalization of I-EBP of nurses and groups was considered the mediating variable, while group learning and nurses' sustainment of I-EBP were the independent and dependent variables, respectively. Significant variables in bivariate analyses were used as control variables. Multi-level Mediation Analysis and a significance test of indirect effect using the bootstrap method were conducted. FINDINGS: Responses from 360 nurses in 48 wards from 12 hospitals were analyzed. Groups' internalization of I-EBP significantly mediated the relationship between group learning and nurses' sustainment of I-EBP. In contrast, no significant mediating effect of nurses' internalization of I-EBP was observed. ORIGINALITY/VALUE: In the feedback process of organizational learning, group learning and its subsequent effects on individuals and groups have not been previously examined. Regardless of the nurses' degree of internalization of I-EBP, those who belong to the ward with a high degree of internalization of I-EBP are more likely to sustain it. Conducting group learning may prevent superficial practice, resulting in its sustainability.

Asunto(s)

RESUMEN

A FHIR based platform for case-based instruction of health professions students has been developed and field tested. The system provides a non-technical case authoring tool; supports individual and team learning using digital virtual patients; and allows integration of SMART Apps into cases via its simulated EMR. Successful trials at the University of Queensland have led to adoption at the University of Melbourne.

Asunto(s)

RESUMEN

Background: Recording large-group lectures is commonplace in higher education, allowing students to access content asynchronously and remotely. With the move towards online learning during the COVID-19 pandemic, recording of small-group teaching sessions has also become increasingly common; however, the educational value of this practice is unknown. Methods: All medical students rotating through the Acute Medicine Department of a large teaching hospital were invited to enrol in the study. Consenting students were recorded for the second half of an online case-based learning (CBL) session. The recording was available for 6 months; viewing patterns were analysed. Students were sent a questionnaire after the session, asking them to reflect on the recorded and unrecorded halves of the session. Findings: Thirty-three students underwent recording in 12 separate groups; 31 students (94%) completed the questionnaire. All 31 respondents (100%) described the session as "useful" or "very useful". Twenty-four respondents (77%) recommended continuing to record small-group sessions and 17 (55%) reported being "likely" or "very likely" to watch the recording. Six respondents (19%) reported a negative impact of being recorded. During 6 months of follow-up, no students returned to view the recording for more than 1 minute. Conclusion: Despite positive feedback for the session and high student demand for ongoing recording, no students viewed the recording for any significant duration. One-fifth of students reported a negative impact of being recorded. The findings from this study do not support routine recording of small-group CBL sessions, even where demand for this may exist. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-023-01837-5.

RESUMEN

Background: The COVID-19 pandemic and a movement away from traditional lecture-based learning have increased the use of online flipped classroom (FC) and active learning models in medical education. The Community of Inquiry (CoI) framework for online learning may be used to evaluate the effectiveness and strengths of the online FC model compared with other learning formats. Methods: An observational survey study was conducted to measure medical student and facilitator perceptions of an online FC endocrinology tutorial compared with online lecture experiences. For the tutorial, students were instructed to watch short, pre-recorded lecture videos on thyroid pathophysiology prior to class. During class, small groups of students were paired with a faculty facilitator in online Zoom rooms for case discussion. Students were surveyed using the CoI framework to assess elements of cognitive, social, and teaching presence between the two online learning modalities. Facilitators were also surveyed. Survey questions were rated on a 5-point Likert scale. Results: Fifty-three out of 92 students (58% response rate) and seven out of eight facilitators (88% response rate) completed surveys. In general, students felt that online FC learning improved cognitive, teaching, and social presence compared with online lecture. Areas of cognitive presence (mean score 3.9 ± 1.0 SD), such as stimulating curiosity and applying concepts, were highly rated. Certain elements of social presence (3.6 ± 0.9) and teaching presence (3.7 ± 0.9), such as expression of emotion and communication of expectations, garnered lower ratings. All surveyed facilitators felt that online FC was more effective and enjoyable to teach than online lectures but did not feel it was superior to in-person instruction. Conclusion: Medical students and facilitators viewed an online FC tutorial in endocrinology positively. Most, but not all, areas of the CoI framework were enhanced with the online FC tutorial compared with online lecture-based learning.

RESUMEN

Introduction Students exhibit less interest in hematology demonstration experiments as they are not expected to do it during their examination. Adopting a different strategy, like collaborative learning, might spark interest, motivate them to work together towards a shared objective, and help further learning and understanding. The current study aimed to assess the effectiveness of collaborative learning in comparison with traditional practical demonstration. Methodology First MBBS students were divided into two groups of 50 each (1 - collaborative learning, 2 - traditional demonstration). In the traditional demonstration, the experiment was demonstrated by faculty using the required materials. In the collaborative learning method, 50 students were divided into groups (seven of seven each) and each group was provided with procedural details of the experiment and requisite materials. At the end of the experiment, assessment was done. In collaborative learning groups, the team cohesion scale (TCS) was employed to analyze group dynamics. Students' perceptions, and feedback regarding collaborative learning as a tool in practical experiments were collected using a five-point Likert scale. Results Post-experiment assessment scores in collaborative learning (8.65±1.54) were significantly higher than the traditional demonstration group (7.06±1.46). High scorers in TCS consistently belonged to groups that completed the experiment on time (positive outcome), whereas students with low scores often belonged to groups that did not complete the experiment (negative outcome). Conclusion Collaborative learning may be used for practical teaching in medical education as it fosters good communication, enables problem-solving, aiding the Indian medical graduate in fulfilling the role of a team member.

RESUMEN

BACKGROUND: The development of educational research, critical thinking skills, and evidence-based practice requires proposals for educational innovation. The purpose of this study was to explore the perspectives of undergraduate nursing students on the barriers and facilitators after the implementation of a novel activity within the course of research methodology, composed of three active learning strategies: (a) project-based learning; (b) small-group learning; and (c) self-directed learning. METHODS: A qualitative exploratory study using reflective writing was conducted at the Nursing Department of the Red Cross School (Spain). Seventy-four nursing students participated in the study, enrolled in the research methodology course. Purposive sampling was used. Online reflective notes were collected from a script of open-ended questions. An inductive thematic analysis was performed. RESULTS: The new proposals facilitated learning of the subject matter and its contents. They were useful and enabled the students to put the contents into practice. In addition, they improved the students' organization, planning, and involvement. The barriers identified were a lack of time, ambiguity, inadequate tutoring or novelty of the work, and inequity in the distribution of tasks and workloads. CONCLUSIONS: Our findings shed light on the barriers and facilitators identified by nursing students when implementing an educational innovation proposal, using three active learning methodologies as learning tools for the subject of nursing research.

RESUMEN

BACKGROUND: Communities of practice have been proposed as a workforce development strategy for developing dietitians, yet little is known about how they work and for whom, as well as under what circumstances. We aimed to understand the mechanisms by which dietitians working in Aboriginal and Torres Strait Islander health benefit from communities of practice. METHODS: A realist evaluation of 29 interviews with non-Indigenous dietitians and nutritionists was employed, which was conducted over the course of two communities of practice (2013 and 2014) and follow-up interviews in 2019. Programme theory was developed from analysis of initial interviews and used to recode all interviews and test theory. The identification of patterns refined the programme theory. RESULTS: Six refined theories were identified: (1) a community of practice fosters the relationships that support navigation of the many tasks required to become more responsive health professionals; (2) committed and open participants feel supported and guided to be reflexive; (3) sharing, reflexivity, feedback and support shift awareness to one's own practice to be able to manoeuvre in intercultural spaces; (4) through sharing, feedback, support and collaboration, participants feel assured and affirmed; (5) connection through feelings of understanding and being understood contributes to commitment to remain working in the area; and (6) through sharing, feedback, support and collaboration, participants with varied experience and roles see the value of and gain confidence in new perspectives, skills and practices. CONCLUSIONS: Further research is required to test this model on a much larger scale, with communities of practice inclusive of Aboriginal and non-Aboriginal health professionals together, and across a diverse group of dietitians.

Asunto(s)

RESUMEN

Purpose: Active learning improves knowledge acquisition and provides medical students with learning habits that become an integral part of their behavior. As an integral element of our institution's transition from a lecture hall teaching culture to active learning, the current project, conducted with fourth year students, aimed to examine the effects of the two envelopes method of teaching on students' knowledge. Method: The class of 120 students was divided into 12 groups of 10 students each. Six experienced senior cardiologists were assigned to teach the 12 groups. When the students arrived at the classroom, they received two envelopes. Students were instructed to open the first envelope and answer a 10-question test in 15 minutes. After completing the test, they returned the tests to the envelope, sealed it, and then opened the second envelope which included the same test and relevant patient information. They then spent the next 30 minutes discussing the test as a group and familiarizing themselves with the patients' case histories and clinical data. After completion of the group discussion, the tutor entered the room for a two-hour discussion of the patients' disease entities including the anatomy, physiology, pathology, clinical presentation, diagnostic measures, and potential therapies. Results: We compared grades and standard deviations of grades between two classes: one learned in the lecture hall format (2018) and the other learned employing the two-envelopes method (2019). There was a non-statistically significant trend toward better grades with reduced dispersion of grades in the class that learned with the two-envelope method. Conclusions: We describe a novel method for active learning that enhances self-learning and peer learning, and we observed better knowledge acquisition and reduced knowledge dispersion that were not statistically significant.

Asunto(s)

RESUMEN

BACKGROUND: Problem-Based Learning (PBL) is an innovative student-centered learning method that has been implemented in numerous medical colleges worldwide. However, the newly adopting PBL institutes may face challenges during its implementation. This study aims to evaluate PBL implementation in the medical college of Imam Abdulrahman bin Faisal University (IAU) from the facilitators' and students' perspectives. METHODS: This is a cross-sectional study using a quantitative self-administered online questionnaire. The questionnaire evaluated PBL implementation using the three scales: small group learning, problem case scenario, and facilitator role. A total of 52 facilitators and 1289 students (from second to sixth years) were invited to participate in the study at the end of the 2019-2020 academic year. RESULTS: Forty-six facilitators (88.46%) and 324 students (25.13%) responded to the questionnaire. There was an overall positive evaluation of PBL implementation. However, the facilitators' rating was significantly higher than the students' rating across the three scales. Regarding the small group learning, a significant difference was found between types of facilitation status (p = 0.017) and between trained and not trained facilitators (p = 0.029). In respect to the problem case scenario, there was a significant difference based on the types of facilitation status (p = 0.017) and facilitating tutorials related to the facilitator's specialty (p = 0.004). Regarding the facilitator role, a significant difference was found between the academic year they had facilitated (p = 0.032). Female students rated the three scales significantly higher than male students (p < 0.001). Students aged between 24 and 25 years old and sixth years students also rated the three scales significantly higher than other students (P < 0.05). CONCLUSIONS: The participants rated PBL implementation positively as measured by the three scales rating. However, specific concerns have been highlighted that are related to group dynamics, training before starting PBL, relevancy of the case scenarios, and the facilitator's role in nominating group members and providing feedback.

Asunto(s)

RESUMEN

BACKGROUND: Medical ethics is a significant learning topic for medical students, and often studied through small group learning (SGL) to encourage critical thinking (CT) and tolerance for ambiguity, both considered particularly important when coping with medical ethics dilemmas. However, a previous study about CT and tolerance for ambiguity in medical ethics SGL produced mixed results. Debating is a pedagogical tool known to enhance CT but never used before in medical ethics learning. This paper examines whether the use of debate may enhance medical ethics SGL by contributing to the CT of students and their tolerance of ambiguity. METHODS: Intervention study using the qualitative microanalysis research method, based on videotaped observations that were analyzed through Kamin's model of CT and non-CT. The study was conducted at Bar-Ilan University's Faculty of Medicine in the years 2017-2019. Forty-four students and 4 facilitators participated, equally split between 4 small groups. Twenty-four medical ethics SGL sessions at the beginning and end of the year were videotaped, 2 groups - with no intervention, 1 group included partial debate intervention and 1 group fully used debates. Results were compared for changes in CT and ambiguity before and during the intervention period. RESULTS: The full intervention (debating) group had the highest increase in utterances reflecting CT, thus actually doubling the median number of CT utterances at the end of the year in comparison to the median number at the beginning of the year. In a similar manner, the debate group exhibited the only group in which there was an increase in the median utterances of tolerance to ambiguity. Nevertheless, the debate group also exhibited the largest increase in the median non-CT utterances and the lowest decrease of intolerance to ambiguity, when comparing the end of the year to the beginning of the year sessions. CONCLUSIONS: Debating is an important enhancement to SGL in medical ethics; however, it does not guarantee a complete absence of non-CT.

Asunto(s)

RESUMEN

RATIONALE AND OBJECTIVES: We aim to compare Choose Your Own Adventure (CYOA) presentation format with linear case format as educational methods for teaching a radiology small group session to medical students. MATERIALS AND METHODS: A radiology small group session was held for preclinical second-year medical students in the pulmonary course, whereby eight classrooms of students and eight radiology facilitators were each randomized to do either the linear case format or the nonlinear CYOA presentation format. All students in attendance were administered a survey at the end of the session, which assessed students' perceptions using five-point Likert-type questions. The survey also contained a four-question knowledge quiz on chest radiology. The facilitators were administered a qualitative survey as well. Between-group analyses were performed using Student's t-test. RESULTS: Of the 144 students who attended the small group sessions, 143 students completed the survey (99.3%). The CYOA format group reported significantly greater engagement in the cases (4.5 ± 0.7 vs. 3.8 ± 0.7, p < 0.001), satisfaction with the format (4.6 ± 0.6 vs. 3.7 ± 0.9, p < 0.001), and enhancement of clinical decision making skills (4.5 ± 0.6 vs. 3.5 ± 0.9, p < 0.001). The linear format group reported a greater role for the facilitator to add value (4.6 ± 0.5 vs. 4.3 ± 1.1, p = 0.033). There was no significant difference between groups in performance on the knowledge quiz. CONCLUSION: Medical students reported higher satisfaction, engagement, and enhanced clinical decision making skills with the CYOA presentation method compared to linear case format for radiology small group learning.

Asunto(s)

RESUMEN

In the treatment of diabetes, insulin therapy is becoming increasingly important. However, it is reported that insulin initiation is often delayed due to psychological resistance in patients and physician’s concerns about patient education. One of the reasons for this problem is medical doctors’ inadequate understanding of insulin self-injection and patients’ perspectives. Therefore, we introduced a new strategy for learning this more effectively. We set student doctors as target learners. The learning strategy consists of experiential learning through the use of insulin injection model, in-patient interviews, and small group learning. Our new practice seems to be useful to understand the perception gap between medical professionals and patients.

RESUMEN

INTRODUCTION: Small group learning (SGL) is a main learning strategy in the study of bioscience subjects in nursing schools. OBJECTIVES: We evaluated Norwegian nursing students' responses to the student-centered SGL approach in the study of anatomy and physiology (A&P) and tried to determine what aspects educators should improve regarding the use of SGL in the study of biosciences. METHODS: A descriptive questionnaire survey was conducted to evaluate Norwegian nursing students' responses and experiences, for example, motivation, performance, satisfaction, and effectiveness of this new SGL strategy in the study of human A&P. RESULTS: Nursing students showed a high motivation and varied experience, for example, different attendance rates, satisfaction, and effectiveness in response to the student-centered SGL strategy in the study of human A&P. In addition, some students reported a low completion rate of assigned work for each SGL session. Additional concerns were collected in the open-end survey section. Subsequent thematic analysis of these comments identified that SGL arrangement and teacher tutorials were the main themes that needed to be improved in future SGL practice. CONCLUSIONS: The information from this survey might provide new insights to educators to understand what and how we should improve the student-centered SGL work in future teaching practice.

RESUMEN

We describe a novel system for online prediction of lead seizures from long-term intracranial electroencephalogram (iEEG) recordings for canines with naturally occurring epilepsy. This study adopts new specification of lead seizures, reflecting strong clustering of seizures in observed data. This clustering results in fewer lead seizures (~7 lead seizures per dog), and hence new challenges for online seizure prediction, that are addressed in the proposed system. In particular, the machine learning part of the system is implemented using the group learning method suitable for modeling sparse and noisy seizure data. In addition, several modifications for the proposed system are introduced to cope with the non-stationarity of a noisy iEEG signal. They include: (1) periodic retraining of the SVM classifier using most recent training data; (2) removing samples with noisy labels from training data; and (3) introducing a new adaptive post-processing technique for combining many predictions made for 20 s windows into a single prediction for a 4 h segment. Application of the proposed system requires only two lead seizures for training the initial model, and results in high prediction performance for all four dogs (with mean 0.84 sensitivity, 0.27 time-in-warning, and 0.78 false-positive rate per day). The proposed system achieves accurate prediction of lead seizures during long-term test periods, 3-16 lead seizures during a 169-364 day test period, whereas earlier studies did not differentiate between lead vs. non-lead seizures and used much shorter test periods (~few days long).

RESUMEN

The incorporation of active learning improves student learning and persistence compared to traditional lecture-based teaching. However, there are numerous active learning strategies and the degree to which each one enhances learning relative to other techniques is largely unknown. I analyzed the effectiveness of the addition of simulations to cooperative group problem-solving assignments in an undergraduate 400-level neurobiology course. One section of the course carried out group problem-solving alone, whereas the other section used neuroscience simulations (Neuronify) as part of the problem-solving assignments. Overall, both groups of students learned course concepts effectively and did not differ in their performance on exams or specific exam questions related to the assignments. Students perceived that the assignments and simulations were helpful in their understanding of course material but did not overwhelmingly recommend including simulations in the future. Students using simulations were more likely to report gaining experience with experimental design, and this may be an effective way to build scientific reasoning in non-laboratory courses. However, student frustration with technology was the primary reason that students reported dissatisfaction with the simulations. Overall, cooperative group problem-solving with or without simulations is very effective at helping students learn neuroscience concepts.

RESUMEN

Introduction: Our study explored the educational value and feasibility of small-group peer feedback on video consultations for early-stage GP trainees facilitated by a near-peer.Methods: Ten GP trainees in their first placement shared videos of patient consultations requiring improvement in small groups facilitated by a near-peer using the ALOBA feedback format. Trainees and the facilitator were interviewed by a social scientist immediately post-intervention and asked for written email reflection some weeks later. Analysis of observations, interviews and feedback followed the Framework Method.Results: Six themes incorporated both assumed and unanticipated processes and outcomes. Receipt and production of peer feedback were seen to prompt critical analysis and led to processing of previously received supervisor feedback. Trainees valued the ability to benchmark against peers at the same stage of training. The small groups conferred social support and the opportunity to calibrate complex mental health judgements inherent to primary care with each other and a near-peer.Conclusions: GP trainees can engage with and benefit from structured small-group peer feedback early in training. Sessions offered educational value over and above supervisor feedback, especially for trainees inclined to be anxious and self-critical.

Asunto(s)

RESUMEN

PURPOSE: To initiate a peer learning conference for our abdominal radiology division across multiple geographically separated sites and different time zones, and to determine radiologist preference for peer learning versus traditional score-based peer review. METHODS: We implemented a monthly peer learning videoconference for our abdominal radiology division. Surveys regarding radiologist opinion regarding traditional peer review and the new peer learning conferences were conducted before and after 6 months of conferences. RESULTS: Peer learning conferences were well attended across our multiple sites, with an average of 43 participants per conference. Radiologist opinion regarding peer review was poor, with survey radiologists responding positively to only 1 out of 12 process questions. Opinion regarding peer learning was extremely favorable, with radiologists responding positively to 12 out of the same 12 process questions. After 6 months of peer learning conferences, 87.9% of surveyed radiologists wished to continue them in some fashion, and no one preferred to return to score-based peer review alone. CONCLUSION: We successfully implemented a peer learning conference for our abdominal radiology division spread out over multiple geographic sites. Our radiologists strongly preferred peer learning conferences over our traditional peer review system for quality control.

Asunto(s)

RESUMEN

BACKGROUND: Two established small-group learning paradigms in medical education include Case-based learning (CBL) and Team-based learning (TBL). Characteristics common to both pedagogies include the use of an authentic clinical case, active small-group learning, activation of existing knowledge and application of newly acquired knowledge. However, there are also variances between the two teaching methods, and a paucity of studies that consider how these approaches fit with curriculum design principles. In this paper we explore student and facilitator perceptions of the two teaching methods within a medical curriculum, using Experience based learning (ExBL) as a conceptual lens. METHODS: A total of 34/255 (13%) Year 2 medical students completed four CBLs during the 2019 Renal and Urology teaching block, concurrent to their usual curriculum activities, which included weekly TBLs. Questionnaires were distributed to all students (n = 34) and CBL facilitators (n = 13). In addition, all students were invited to attend focus groups. Data were analysed using descriptive statistics and thematic analysis. RESULTS: In total, 23/34 (71%) of students and 11/13 (85%) of facilitators completed the questionnaires. Twelve students (35%) participated in focus groups. Findings indicate their experience in CBL to be positive, with many favourable aspects that built on and complemented their TBL experience that provided an emphasis on the basic sciences. The learning environment was enriched by the CBL framework that allowed application of knowledge to solve clinical problems within the small groups with consistent facilitator guidance and feedback, their capacity to focus discussion, and associated efficiencies in learning. CONCLUSION: While the TBL model was integral in developing students' knowledge and understanding of basic science concepts, the CBL model was integral in developing students' clinical reasoning skills. The strengths of CBL relative to TBL included the development of authentic clinical reasoning skills and guided facilitation of small group discussion. Our findings suggest that delivery of a medical curriculum may be enhanced through increased vertical integration, applying TBL in earlier phases of the medical program where the focus is on basic science principles, with CBL becoming more relevant as students move towards clinical immersion.

Asunto(s)