A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers.

A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers.

Item
http://www.wikidata.org/entity/Q42023573
It's all in the mime: Actions speak louder than words when teaching the cranial nerves.Pharmacy students' knowledge and perceptions about adverse drug reactions reporting and pharmacovigilanceAssessment and comparison of student engagement in a variety of physiology courses.Faculty and second-year medical student perceptions of active learning in an integrated curriculum.The transition to self-regulated learning for first-year dental students: threshold concepts.Using mobile audience response systems to enhance medical education: a medical student perspective.Case-based learning: A study to ascertain the effectiveness in enhancing the knowledge among interns of an Indian dental institute.Midwifing the Student: Creating an Effective Learning Environment.Effectiveness and student perceptions of an active learning activity using a headline news story to enhance in-class learning of cell cycle regulation.Educational intervention about oral piercing knowledge among dental students and adolescents at schools.An active learning exercise to facilitate understanding of nephron function: anatomy and physiology of renal transporters.Correlation of self-assessment with attendance in an evidence-based medicine course.The Undergraduate Training in Genomics (UTRIG) Initiative: early & active training for physicians in the genomic medicine era.
P2860

A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers.

Item
http://www.wikidata.org/entity/Q42023573
description
2014 nî lūn-bûn
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2014年の論文
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2014年論文
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2014年論文
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2014年論文
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2014年論文
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2014年論文
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2014年论文
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2014年论文
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2014年论文
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A comparison of professional-l ...... , effectiveness, and barriers.
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A comparison of professional-l ...... , effectiveness, and barriers.
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A comparison of professional-l ...... , effectiveness, and barriers.
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A comparison of professional-l ...... , effectiveness, and barriers.
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A comparison of professional-l ...... , effectiveness, and barriers.
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A comparison of professional-l ...... , effectiveness, and barriers.
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A comparison of professional-l ...... , effectiveness, and barriers.
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P2093
P2860
P304
P31
P356
P433
P478
P577
P5875
P698
P932