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Does clinical teacher training always improve teaching effectiveness as opposed to no teacher training? A randomized controlled study

Breckwoldt, Jan, Svensson, Jörg, Lingemann, Christian and Gruber, Hans (2014) Does clinical teacher training always improve teaching effectiveness as opposed to no teacher training? A randomized controlled study. BMC Medical Education 14 (6), pp. 1-8.

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Date of publication of this fulltext: 21 Jan 2014 08:32

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Abstract

Background Teacher training may improve teaching effectiveness, but it might also have paradoxical effects. Research on expertise development suggests that the integration of new strategies may result in a temporary deterioration of performance until higher levels of competence are reached. In this study, the impact of a clinical teacher training on teaching effectiveness was assessed in an ...

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Item type:Article
Date:2014
Institutions:Psychology and Pedagogy > Institut für Pädagogik > Lehrstuhl für Pädagogik III (Prof. Dr. Hans Gruber)
Identification Number:
ValueType
10.1186/1472-6920-14-6DOI
Related URLs:
URLURL Type
http://www.biomedcentral.com/1472-6920/14/6Publisher
Keywords:Expertise; Faculty development; Standardized clinical examination; Teacher training; Teaching effectiveness
Dewey Decimal Classification:300 Social sciences > 370 Education
Status:Published
Refereed:Yes, this version has been refereed
Created at the University of Regensburg:Partially
Item ID:29357
Owner only: item control page

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