Jason D Yeatman, Daniel R McCloy, Sendy Caffarra, Maggie D Clarke, Suzanne Ender, Liesbeth Gijbels, Sung Jun Joo, Emily C Kubota, Patricia K Kuhl, Eric Larson, Gabrielle O'Brien, Erica R Peterson, Megumi E Takada, Samu Taulu
Reading instruction causes changes in category-selective visual cortex
Brain research bulletin
students starting medical school generally come learning background expects learn content reproduced pass exam part learning development must adapt become selfmotivated learners determine underlying principles concepts use problem solve uncertainty reallife clinical practice whilst much written designing curricula promote learning development onesize fits approach facilitating type learning thus analysis helps hinders learning development indicated student pairs y2 y3 undergraduate bachelor medicine bachelor surgery bmbs programme southwest uk medical school asked audio record conversation learning facilitated problembased learning approach bmbs course far provided brief aid discussion style outside broadcast method bbc radio 4s listening project using method conversation unfacilitated allowed take natural course conversations transcribed coded determine emerging themes respect developing understanding students learning four student pairs volunteered project one y2 three y3 five key themes identified including learning structured learning developing understanding spiral curriculum working alone versus working others integrated learning understanding context assessment resources narrative analysis within themes suggested course first two three years study participants developed better understanding best learn although differences time order participants reached point learning felt natural analysis data suggested students develop independently towards selfmotivated lifelong learners several key aspects curriculum design could used facilitate development could easily incorporated developing creating problem enquirybased curricula