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Teacher questions and student responses in case-based learning: outcomes of a video study in medical education
Martin Gartmeier, Theresa Pfurtscheller, Alexander Hapfelmeier, Marc Grünewald, Janina Häusler, Tina Seidel, and Pascal O. Berberat. 

Case-based learning (CBL) is a highly interactive instructional approach frequently used in medical education. A core element of CBL is a teacher-guided discussion of a patient case; but how effective are teachers' questions at eliciting a student response and assessing student learning? This study examined teachers' questions and student response behaviors in a medical education program, and proposes ways that teachers can make these didactic elements of medical education more effective and meaningful. 

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