Michaela Wagner‐Menghin
Biographic Data
| ID | 7629587 |
|---|---|
| NAME | Michaela Wagner‐Menghin |
| GIVEN NAMES | Michaela |
| FAMILY NAME | Wagner‐Menghin |
| SIGNATURE | MENGHIN M W |
| AFFILIATIONS | Medical University of Vienna |
| ORCID | 0000-0003-1645-7577 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
From internal echoes to sharing experiences
Introduction: Gendered voice perception is central to gender recognition and can be a major source of distress for transgender people, yet voice and voice therapy remain marginal in medical curricula. This study examined how a digital, experiential seminar using voice-feedback applications can foster medical students' understanding of gendered voice and transgender health. Methods: We conducted a qualitative observational study within a 135-min o…
Consensus and learning climate in temporary versus permanent teams in team-based learning
BACKGROUND: In team-based learning, students are typically placed in fixed teams based on the idea that stable group membership fosters collaboration: as teammates get to know each other, they share more information, resolve differences and feel motivated to contribute. This rationale had not been tested in a randomized controlled trial. OBJECTIVE: The study compares team-based learning in temporary teams with the default permanent teams regardin…
Short-term cognitive learning outcomes in team-based learning
Assigning students to work in permanent teams is a design principle in Team-based learning (TBL). It has been assumed that a stable team composition supports the emergence of collaborative problem-solving and learning: when students became more familiar with each other, they shared more information and resolved discrepancies together, which in turn stimulated knowledge acquisition and comprehension. However, this assumption had not been probed by…
No prominent works on this page.
Short-term cognitive learning outcomes in team-based learning
Assigning students to work in permanent teams is a design principle in Team-based learning (TBL). It has been assumed that a stable team composition supports the emergence of collaborative problem-solving and learning: when students became more familiar with each other, they shared more information and resolved discrepancies together, which in turn stimulated knowledge acquisition and comprehension. However, this assumption had not been probed by…
From internal echoes to sharing experiences
Introduction: Gendered voice perception is central to gender recognition and can be a major source of distress for transgender people, yet voice and voice therapy remain marginal in medical curricula. This study examined how a digital, experiential seminar using voice-feedback applications can foster medical students' understanding of gendered voice and transgender health. Methods: We conducted a qualitative observational study within a 135-min o…
Consensus and learning climate in temporary versus permanent teams in team-based learning
BACKGROUND: In team-based learning, students are typically placed in fixed teams based on the idea that stable group membership fosters collaboration: as teammates get to know each other, they share more information, resolve differences and feel motivated to contribute. This rationale had not been tested in a randomized controlled trial. OBJECTIVE: The study compares team-based learning in temporary teams with the default permanent teams regardin…
Cooperative learning (2 works) · Innovations in Medical Education (2 works) · Problem and Project Based Learning (2 works) · Team learning (2 works) · Team-based learning (2 works) · Applied Psychology (1 work) · Applied Psychology (1 work) · Clinical Reasoning and Diagnostic Skills (1 work) · Cognition (1 work) · Cultural Competency in Health Care (1 work)