EDUCATE TO TRANSFORM: THE ART OF DEVELOPING CURIOUS MINDS. - Wikidata - awgldk - TriplyDB

EDUCATE TO TRANSFORM: THE ART OF DEVELOPING CURIOUS MINDS.

EDUCATE TO TRANSFORM: THE ART OF DEVELOPING CURIOUS MINDS.

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Investigating Undergraduates' Perceptions of Science in Courses Taught Using the CREATE Strategy.

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EDUCATE TO TRANSFORM: THE ART OF DEVELOPING CURIOUS MINDS.

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description

2016 թվականի հունվարին հրատարակված գիտական հոդված

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article científic

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article scientifique

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articolo scientifico

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artigo científico

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bilimsel makale

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scientific article published on January 2016

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vedecký článok

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vetenskaplig artikel

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videnskabelig artikel

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name

EDUCATE TO TRANSFORM: THE ART OF DEVELOPING CURIOUS MINDS.

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EDUCATE TO TRANSFORM: THE ART OF DEVELOPING CURIOUS MINDS.

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type

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EDUCATE TO TRANSFORM: THE ART OF DEVELOPING CURIOUS MINDS.

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EDUCATE TO TRANSFORM: THE ART OF DEVELOPING CURIOUS MINDS.

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EDUCATE TO TRANSFORM: THE ART OF DEVELOPING CURIOUS MINDS.

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EDUCATE TO TRANSFORM: THE ART OF DEVELOPING CURIOUS MINDS.

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Transactions of the American Clinical and Climatological Association

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EDUCATE TO TRANSFORM: THE ART OF DEVELOPING CURIOUS MINDS.

@en

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Debra A Schwinn

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Problem based learning

The flipped classroom: a course redesign to foster learning and engagement in a health professions school.

Perspective: PhD scientists completing medical school in two years: looking at the Miami PhD-to-MD program alumni twenty years later.

Three-year programs in medical and dental schools: an appraisal.

Beyond fulfilling the core competencies: an objective structured clinical examination to assess communication and interpersonal skills in a surgical residency.

Long-term outcomes for surgeons from 3- and 4-year medical school curricula.

Vodcasts and active-learning exercises in a "flipped classroom" model of a renal pharmacotherapy module.

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An analysis of long-term outcomes of the impact of curriculum: a comparison of the three- and four-year medical school curricula.

Holistic review--shaping the medical profession one applicant at a time.

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259-271

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scholarly article

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127

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2016-01-01T00:00:00Z

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28066058

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5216474

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