The role of the teacher in remediating at-risk medical students.

Abstract

BACKGROUND Previous work identified complex ingredients of a remediation programme for at-risk medical students: mandatory, stable, facilitated small groups promote both cognitive and affective developments, with improved self-regulation, metacognition and reflection resulting in significant performance gains. AIM We explore the teachers' role in this… (More)
DOI: 10.3109/0142159X.2012.689447

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