Trustingly bewildered. How first-year medicalstudents make sense of their learning experiencein a traditional, preclinical curriculum

The present study used new and original data from the 25-year follow-up in 2019 of the Longitudinal Study of Norwegian Medical Students and Doctors (NORDOC), which allowed us to

Materials and Methods: A cross-over study was conducted, including 105 third-year medical students using two modi fi ed TBL sessions as the active learning intervention compared with

The aims of the current study were (i) to develop knowledge about occupational therapy students’ perceptions of the learning environment in six education programs in Norway and