Using team-based learning in an endocrine module taught across two campuses.
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Team-based learning in pharmacy educationTeam-based learning in large enrollment classesPractical Team-Based Learning from Planning to ImplementationQualitative Analysis of Student Perceptions Comparing Team-based Learning and Traditional Lecture in a Pharmacotherapeutics Course.A Randomized Crossover Comparison of Team-based Learning and Lecture Format on Learning Outcomes.Evaluation of team-based learning in a doctor of physical therapy curriculum in the United StatesA controlled study of team-based learning for undergraduate clinical neurology education.Team-based learning as a teaching strategy for first-year medical students.Impact of abbreviated lecture with interactive mini-cases vs traditional lecture on student performance in the large classroom.Active-learning processes used in US pharmacy educationStudent Perceptions of Team-based Learning vs Traditional Lecture-based Learning.Student response to team-based learning and mixed gender teams in an undergraduate medical informatics course.Analysis of the Team-Based Learning Literature: TBL Comes of AgeThe Impact of Team-Based Learning on Nervous System Examination Knowledge of Nursing Students.Students' Attitudes, Academic Performance and Preferences for Content Delivery in a Very Large Self-Care Course Redesign.Using Simulation to Improve First-Year Pharmacy Students' Ability to Identify Medication Errors Involving the Top 100 Prescription Medications.Team-based learning in US colleges and schools of pharmacy.Enhancing team-based active learning through hands-on experience with nicotine replacement therapy.Team-based learning instruction for responsible conduct of research positively impacts ethical decision-making.An active-learning strategies primer for achieving ability-based educational outcomes.Team-based learning: a practical guide: AMEE guide no. 65.Best practices for implementing team-based learning in pharmacy education.The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30.Team-based learning in pharmacotherapeutics.A systematic review of the published literature on team-based learning in health professions education.Modified use of team-based learning in an ophthalmology course for fifth-year medical students.The applicability of a validated team-based learning student assessment instrument to assess United Kingdom pharmacy students' attitude toward team-based learning.Integration of team-based learning strategies into a cardiovascular module.Modification of a pharmacokinetics course design to improve student performance.Comparing team-based and mixed active-learning methods in an ambulatory care elective course.A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content.Creation of medicinal chemistry learning communities through enhanced technology and interdisciplinary collaboration.A multiyear analysis of team-based learning in a pharmacotherapeutics course.Making Students' Thinking Visible During Active Learning.Introduction and Assessment of a Blended-Learning Model to Teach Patient Assessment in a Doctor of Pharmacy Program.The impact of problem-solving feedback on team-based learning case responses.Team-based learning in therapeutics workshop sessions.Team-Based Learning Experiences of Fourth-Year Pharmacy Students in a South African University.Curricular Reform in Pharmacy Education Through the Lens of the Flexner Report of 1910
P2860
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P2860
Using team-based learning in an endocrine module taught across two campuses.
description
2008 nî lūn-bûn
@nan
2008年の論文
@ja
2008年学术文章
@wuu
2008年学术文章
@zh
2008年学术文章
@zh-cn
2008年学术文章
@zh-hans
2008年学术文章
@zh-my
2008年学术文章
@zh-sg
2008年學術文章
@yue
2008年學術文章
@zh-hant
name
Using team-based learning in an endocrine module taught across two campuses.
@en
Using team-based learning in an endocrine module taught across two campuses.
@nl
type
label
Using team-based learning in an endocrine module taught across two campuses.
@en
Using team-based learning in an endocrine module taught across two campuses.
@nl
prefLabel
Using team-based learning in an endocrine module taught across two campuses.
@en
Using team-based learning in an endocrine module taught across two campuses.
@nl
P2093
P356
P1476
Using team-based learning in an endocrine module taught across two campuses.
@en
P2093
Jeffrey S Stroup
Mark L Britton
Melissa S Medina
Nancy A Letassy
Susan E Fugate
P2860
P356
10.5688/AJ7205103
P577
2008-10-01T00:00:00Z