Too much content, not enough thinking, and too little fun!
about
Verbal final exam in introductory biology yields gains in student content knowledge and longitudinal performance.Indian medical students' perspectives on problem-based learning experiences in the undergraduate curriculum: One size does not fit all.How does a hopping kangaroo breathe?The synaptic challenge.An alternative to the use of animals to teach diabetes mellitus.Impact on learning of an e-learning module on leukaemia: a randomised controlled trial.Maximize a team-based learning gallery walk experience: herding cats is easier than you think.A new method for teaching physical examination to junior medical studentsStudent perceptions of the use of presentations as a method of learning endocrine and gastrointestinal pathophysiology.Active review sessions can advance student learning.Combination of didactic lectures and review sessions in endocrinology leads to improvement in student performance as measured by assessments.Effective use of pause procedure to enhance student engagement and learning.Medical students' evaluation of physiology learning environments in two Nigerian medical schools.Student exam analysis (debriefing) promotes positive changes in exam preparation and learning.Effect of an educational game on university students' learning about action potentials.Changing undergraduate human anatomy and physiology laboratories: perspectives from a large-enrollment course.Medical students' perceptions of the effectiveness of integrated clinical skills sessions using different simulation adjuncts.Development of concept-based physiology lessons for biomedical engineering undergraduate students.Connecting biology and mathematics: first prepare the teachers.Blunder lecture to reeducate physiology concepts by cognitive conflict strategy.Development of a manipulative for nephron physiology education.Active learning in neuroscience: a manipulative to simulate visual field defects.Less teaching, more learning: 10-yr study supports increasing student learning through less coverage and more inquiry.Open book exams: A potential solution to the "full curriculum"?A personal connection: Promoting positive attitudes towards teaching and learning.Intrinsic motivation: an overlooked component for student success.Higher levels of intrinsic motivation are related to higher levels of class performance for male but not female students.Learning by doing: construction and manipulation of a skeletal muscle model during lecture.Making physiology learning memorable: a mobile phone-assisted case-based instructional strategy.The membrane potential puzzle: a new educational game to use in physiology teaching.Students' perceived value of physiology course activities in a Sudanese medical faculty.Students' perception of a modified form of PBL using concept mapping.Explicit constructivism: a missing link in ineffective lectures?
P2860
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P2860
Too much content, not enough thinking, and too little fun!
description
2009 nî lūn-bûn
@nan
2009年の論文
@ja
2009年論文
@yue
2009年論文
@zh-hant
2009年論文
@zh-hk
2009年論文
@zh-mo
2009年論文
@zh-tw
2009年论文
@wuu
2009年论文
@zh
2009年论文
@zh-cn
name
Too much content, not enough thinking, and too little fun!
@en
type
label
Too much content, not enough thinking, and too little fun!
@en
prefLabel
Too much content, not enough thinking, and too little fun!
@en
P2860
P356
P1476
Too much content, not enough thinking, and too little fun!
@en
P2093
Stephen E DiCarlo
P2860
P304
P356
10.1152/ADVAN.00075.2009
P577
2009-12-01T00:00:00Z