β Azer, Samy A
π Library
π
2006
π London : Hodder Arnold ; New York, NY : Distribute
π English
xvi, 414 p. : 25 cm
β¦ LIBER β¦
π
Problem-Based Learning in a Health Sciences Curriculum
β Scribed by C. Alavi
- Year
- 1995
- Tongue
- English
- Leaves
- 241
- Edition
- 1
- Category
- Library
β¬ Acquire This Volume
No coin nor oath required. For personal study only.
π SIMILAR VOLUMES
Problem Based Learning in Health and Soc
β Teena Clouston, Lyn Westcott, Steven W. Whitcombe, Jill Riley, Ruth Matheson
π Library
π
2010
π Wiley-Blackwell
π English
Problem Based Learning in Health and Social Care offers a practical insight into the opportunities, benefits and challenges of using problem based learning (PBL) in health and social care education and also student directed learning (SDL) as a learning and teaching tool. It represents a collection
Problem Based Learning in Health and Soc
β Teena Clouston, Lyn Westcott, Steven W. Whitcombe, Jill Riley, Ruth Matheson
π Library
π
2010
π English
Problem Based Learning in Health and Social Care offers a practical insight into the opportunities, benefits and challenges of using problem based learning (PBL) in health and social care education and also student directed learning (SDL) as a learning and teaching tool. It represents a collection o
π Library
π Amsterdam : Enothe Publications
π English
Populism and Higher Education Curriculum
β Romeo V. Turcan, John E. Reilly
π Library
π
2021
π Palgrave Macmillan
π English
<div>Against a background of increasing inequality and a rising tide of nationalism andΒ populism, this book raises concerns that curriculum is being shaped by powerfulΒ non-academic, non-accountable forces and that populism β and its manifestationsΒ β represent a grave challenge to learning. It explor
Populism and Higher Education Curriculum
β Romeo V. Turcan, John E. Reilly
π Library
π
2020
π Springer International Publishing;Palgrave Macmill
π English
<p>Against a background of increasing inequality and a rising tide of nationalism and populism, this book raises concerns that curriculum is being shaped by powerful non-academic, non-accountable forces and that populism β and its manifestations β represent a grave challenge to learning. It explores