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Differences in procedural knowledge after a “spaced” and a “massed” version of an intensive course in emergency medicine, investigating a very short spacing interval

Main Author: Breckwoldt, Jan
Contributors: Ludwig, R. | Author
Plener, Joachim | Author
Schröder, Torsten | Author
Gruber, Hans | Author
Peters, Harm | Author
Contained in: BMC Medical Education : BMC series – open, inclusive and trusted London : BioMed Central Vol. 16, No. 1 (2016), p. 1-9
Journal Title: BMC Medical Education : BMC series – open, inclusive and trusted
Fulltext access: Fulltext access (direct link - free access) 10.1186/s12909-016-0770-6
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Links: Volltext (dx.doi.org)
ISSN: 1472-6920
Additional Keywords: Curriculum planning
Massed learning
Medical education
OriginalPaper
Spaced learning
Spacing effect
DOI: 10.1186/s12909-016-0770-6
Language: English
Notes: Open Access
The online version of this article (doi:10.1186/s12909-016-0770-6) contains supplementary material, which is available to authorized users.
Physical Description: Online-Ressource
ID (e.g. DOI, URN): 10.1186/s12909-016-0770-6
s12909-016-0770-6
PPN (Catalogue-ID): SPR056893981
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