Richard März
Biographic Data
| ID | 7722395 |
|---|---|
| NAME | Richard März |
| GIVEN NAMES | Richard |
| FAMILY NAME | März |
| SIGNATURE | MARZ R |
| AFFILIATIONS | Medical University of Vienna International, Vienna, Austria |
| ORCID | 0009-0007-1023-2242 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
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…
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) · Mathematics education (1 work)