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Interventions for undergraduate and postgraduate medical learners with academic difficulties: A BEME systematic review: BEME guide no. 56

Authors: Miriam Lacasse, Marie-Claude Audétat, Élisabeth Boileau, Nathalie Caire Fon, Marie-Hélène Dufour, Marie-Claude Laferrière, et al.
Medical Teacher 2019 Mar 12:1-21. doi: 10.1080/0142159X.2019.1596239. [Epub ahead of print]

In this systematic review, authors aim to identify interventions for undergraduate (UG) and postgraduate (PG) medical learners experiencing academic difficulties (“learners who do not meet the expectations of a training program because of a problem with knowledge, attitudes, or skill”), to link them to a theory-based conceptual framework, and to provide literature-based recommendations around their use.

The review provides a repertoire of literature-based interventions for teaching/learning, faculty development, and research purposes.

You can find this article here.

* I have no financial interest to disclose (GP).

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