D
David Davies
Researcher at University of Warwick
Publications - 62
Citations - 2185
David Davies is an academic researcher from University of Warwick. The author has contributed to research in topics: Traumatic brain injury & Virtual patient. The author has an hindex of 19, co-authored 57 publications receiving 1671 citations. Previous affiliations of David Davies include University of Birmingham & University of Oxford.
Papers
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Journal ArticleDOI
The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME guide no. 23
Jill Thistlethwaite,David Davies,Samilia Ekeocha,Jane Kidd,Colin F. Macdougall,Paul D. Matthews,Judith Purkis,Diane Clay +7 more
TL;DR: A narrative synthesis method was adopted to compare, contrast, synthesise and interpret the data, working within a framework of inquiry-based learning, which found that overwhelmingly, students enjoy CBL and think that it enhances their learning.
Journal ArticleDOI
Virtual Patient Simulations in Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration
Andrzej A. Kononowicz,Luke Woodham,Samuel Edelbring,Natalia Stathakarou,David Davies,Nakul Saxena,Lorainne Tudor Car,Jan Carlstedt-Duke,Josip Car,Nabil Zary +9 more
TL;DR: Low to modest and mixed evidence suggests that when compared with traditional education, virtual patients can more effectively improve skills, and at least as effectively improve knowledge.
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Computer-based teaching is as good as face to face lecture-based teaching of evidence based medicine: a randomised controlled trial
TL;DR: It is felt computer based teaching and learning is as effective as typical lecture based teaching sessions for educating postgraduates in EBM and systematic reviews.
Journal ArticleDOI
Integration of e-learning resources into a medical school curriculum
Shihab E. O. Khogali,David Davies,Peter T. Donnan,Alastair Gray,Ronald M. Harden,J. McDonald,M. J. Pippard,Steven D. Pringle,N. Yu +8 more
TL;DR: It should not be assumed that all students will choose to use an e-learning resource in the same way and instructional design should enable alternative approaches, the sequence in which the e- learning resource is used in relation to the other learning opportunities may be important and merits further consideration.
Journal ArticleDOI
Transformative learning as pedagogy for the health professions: a scoping review.
Susan van Schalkwyk,Janet P. Hafler,Timothy F. Brewer,Moira Maley,Carmi Z. Margolis,Lakshini McNamee,Ilse S. Meyer,Michael J. Peluso,Ana Ms Schmutz,M Judy,David Davies +10 more
TL;DR: This scoping review provides a comprehensive synthesis of how TL is currently represented in the health professions education literature, including how it influences curricular activities, to inform its future application in the field.