Lim and Morris [22] study learning outcome in the effects of learner and instruction characteristics under blended learning environment.
In order to illuminate the learning outcomes in relation to patients' approaches, further research could be directed towards studies comparing learning outcomes in settings that specifically enhance patient-centered care to learning outcomes in other clinical settings.
Most studies of learning outcomes of postsecondary peer teachers involve medical students (e.g., Buckley and Zamora, 2007; Graham et al., 2008; Peets et al., 2009, Gregory et al., 2011), but a few studies have examined the tutor learning effect with undergraduate students.
Rwandan Family and Community Medicine postgraduate residents went to the University of Limpopo in South Africa as a pilot-study to describe learning outcomes in South-South electives.
Few studies, however, have examined learning outcomes in adolescents, as opposed to IQ.
Greater activations in several regions over the left and right hemispheres were found to be associated with better word learning outcomes, studied in different modalities with variable training methods8,20.
Rather than measuring learning outcome as performance, in phenomenographic studies, we are measuring learning outcomes as change in conceptions of or approach to the learning object (Micari et al. 2007).
So why are our results at odds with earlier studies that found improved learning outcomes when preceptors were content experts [ 1, 3, 8]?
And that result was only found in studies comparing straight in-person learning with a combination of online and in-person learning; learning outcomes in studies comparing purely online versus purely face-to-face were statistically equivalent.
Two studies [ 8, 9] found no statistical difference in learning outcomes, and three studies found didactic to be less effective than other techniques [ 10- 12].
