Does changing from a teacher-centered to a learner-centered context promote self-regulated learning: a qualitative study in a Japanese undergraduate setting

by Yasushi Matsuyama, Motoyuki Nakaya, Hitoaki Okazaki, Adam Jon Lebowitz, Jimmie Leppink, Cees van der Vleuten
Published 2019-05-01

Professional identity formation-oriented mentoring technique as a method to improve self-regulated learning: A mixed-method study

by Yasushi Matsuyama, Hitoaki Okazaki, Kazuhiko Kotani, Yoshikazu Asada, Shizukiyo Ishikawa, Adam Jon Lebowitz, Jimmie Leppink, Cees van der Vleuten
Published 2021-10-01

Education policies to increase rural physicians in Japan: a nationwide cohort study

by Masatoshi Matsumoto, Yasushi Matsuyama, Saori Kashima, Soichi Koike, Yuji Okazaki, Kazuhiko Kotani, Tetsuhiro Owaki, Shizukiyo Ishikawa, Seitaro Iguchi, Hitoaki Okazaki, Takahiro Maeda
Published 2021-08-01

Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan

by Yasushi Matsuyama, Motoyuki Nakaya, Jimmie Leppink, Cees van der Vleuten, Yoshikazu Asada, Adam Jon Lebowitz, Teppei Sasahara, Yu Yamamoto, Masami Matsumura, Akira Gomi, Shizukiyo Ishikawa, Hitoaki Okazaki
Published 2021-01-01