Differences in procedural knowledge after a “spaced” and a “massed” version of an intensive course in emergency medicine, investigating a very short spacing interval
Breckwoldt, Jan
, Ludwig, Jan R., Plener, Joachim, Schröder, Torsten, Gruber, Hans and Peters, Harm
(2016)
Differences in procedural knowledge after a “spaced” and a “massed” version of an intensive course in emergency medicine, investigating a very short spacing interval.
BMC Medical Education 16 (1).
Date of publication of this fulltext: 17 Mar 2020 11:28
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| Item type | Article | ||||
| Journal or Publication Title | BMC Medical Education | ||||
| Publisher: | BIOMED CENTRAL LTD | ||||
|---|---|---|---|---|---|
| Place of Publication: | LONDON | ||||
| Volume: | 16 | ||||
| Number of Issue or Book Chapter: | 1 | ||||
| Date | 2016 | ||||
| Institutions | Human Sciences > Institut für Erziehungswissenschaften > Lehrstuhl für Pädagogik III (Prof. Dr. Hans Gruber) | ||||
| Identification Number |
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| Keywords | DISTRIBUTED PRACTICE; SKILL ACQUISITION; SLEEP; RETENTION; TRIAL; Curriculum planning; Massed learning; Medical education; Spaced learning; Spacing effect | ||||
| Dewey Decimal Classification | 300 Social sciences > 370 Education | ||||
| Status | Published | ||||
| Refereed | Yes, this version has been refereed | ||||
| Created at the University of Regensburg | Yes | ||||
| Item ID | 42405 |
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