Lucélio Bernardes Couto
Biographic Data
| ID | 7719574 |
|---|---|
| NAME | Lucélio Bernardes Couto |
| GIVEN NAMES | Lucélio Bernardes |
| FAMILY NAME | Couto |
| SIGNATURE | COUTO L B |
| AFFILIATIONS | Universidade de Ribeirão Preto |
| ORCID | 0000-0002-9549-7739 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 0 |
Formative assessment scores in tutorial sessions correlates with OSCE and progress testing scores in a PBL medical curriculum
Assessment strategies in PBL approach, including FA, OSCE and PT, have positive correlations, which increases as the medical course becomes more complex
Brazilian medical students’ perceptions of expert versus non-expert facilitators in a (non) problem-based learning environment
According to Brazilian medical students, subject-matter expertise among PBL facilitators is essential to the learning process. We believe this widespread perception is due, in large part, to the relative lack of prior educational exposure to such pedagogies
Contextual considerations in implementing problem-based learning approaches in a Brazilian medical curriculum
Our experience illustrates the importance of context (both cultural and structural) in implementing certain pedagogies within one Brazilian training program. We plan to address these barriers by: 1) integrating units, whenever possible, within a spiral curriculum; 2) introducing real patients earlier in students' pre-clinical coursework (primarily in a primary care setting); and 3) using subject experts as PBL tutors to better motivate students
Antiophidian properties of the aqueous extract of Mikania glomerata
No prominent works on this page.
Antiophidian properties of the aqueous extract of Mikania glomerata
Contextual considerations in implementing problem-based learning approaches in a Brazilian medical curriculum
Our experience illustrates the importance of context (both cultural and structural) in implementing certain pedagogies within one Brazilian training program. We plan to address these barriers by: 1) integrating units, whenever possible, within a spiral curriculum; 2) introducing real patients earlier in students' pre-clinical coursework (primarily in a primary care setting); and 3) using subject experts as PBL tutors to better motivate students
Brazilian medical students’ perceptions of expert versus non-expert facilitators in a (non) problem-based learning environment
According to Brazilian medical students, subject-matter expertise among PBL facilitators is essential to the learning process. We believe this widespread perception is due, in large part, to the relative lack of prior educational exposure to such pedagogies
Formative assessment scores in tutorial sessions correlates with OSCE and progress testing scores in a PBL medical curriculum
Assessment strategies in PBL approach, including FA, OSCE and PT, have positive correlations, which increases as the medical course becomes more complex
Medicine (4 works) · Curriculum (3 works) · Innovations in Medical Education (3 works) · Medical education (3 works) · Pedagogy (3 works) · Problem and Project Based Learning (3 works) · Problem-based learning (3 works) · Psychology (3 works) · Accreditation (1 work) · Biochemistry (1 work)