about
Evaluating medical student engagement during virtual patient simulations: a sequential, mixed methods study.Team-based learning in large enrollment classesAcademic and social integration and study progress in problem based learningStudent perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology.Why internet-based education?Why are medical students 'checking out' of active learning in a new curriculum?What impact do posters have on academic knowledge transfer? A pilot survey on author attitudes and experiencesEffect of a puzzle on the process of students' learning about cardiac physiology.Smartphone App as an aid in the emergency management of avulsed teeth.Audience Response System Facilitates Prediction of Scores on In-Training Examination.Robot education peers in a situated primary school study: Personalisation promotes child learning.Learning at large conferences: from the 'sage on the stage' to contemporary models of learning.Evaluation of an eHealth intervention in chronic care for frail older people: why adherence is the first targetEffects of an eHealth literacy intervention for older adultsCombined use of online tutorials and hands-on group exercises in bibliographic instruction for pharmacy students.Fun on the farm: evaluation of a lesson to teach students about the spread of infection on school farm visits.Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting.We must teach more effectively: here are four ways to get started.E pluribus unum: the potential of collaborative learning to enhance Microbiology teaching in higher education.Elementary School Children Contribute to Environmental Research as Citizen Scientists.The coach is in: improving nutritional care in nursing homesProblem-based learning for radiological technologists: a comparison of student attitudes toward plain radiography.A systematic review of serious games in asthma education.Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods.A meta-analysis of anatomy laboratory pedagogies.Where's the evidence that active learning works?Informing Patients About Placebo Effects: Using Evidence, Theory, and Qualitative Methods to Develop a New Website.Comparison of chiropractic student scores before and after utilizing active learning techniques in a classroom settingThe theory of active involvement: processes underlying interventions that engage adolescents in message planning and/or production.Using and developing role plays in teaching aimed at preparing for social responsibility.A Nuanced Look at Women in STEM Fields at Two-Year Colleges: Factors That Shape Female Students' Transfer Intent.A course for clinical trial personnel in clinical study designs, randomization, allocation schedules, and interactive response systems.Interactive lecturing.The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30.Is learning in problem-based learning cumulative?Practical strategies for effective lectures.Evidence-informed strategies for undergraduate nutrition education: a review.Title: Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review.Flipping The Practice Based Pathology Laboratory-Can It Support Development Of Practitioner Capability For Trainee Pathologists in Gynaecological Cytopathology?Role of Simulation in Perioperative Echocardiography Training.
P2860
Q27308849-21054DC0-ABB2-4407-A277-EC84526AEA89Q28066572-FBFA8CA8-9F77-4ACA-855B-7B322750A0C9Q28109485-9447D77E-CE34-4571-85F3-11DAE2EEA630Q28648035-ACD3CC62-43CD-47AC-9E1F-FCDC00E3BBC7Q28651912-8C3A73BF-5AC5-4230-9170-97F2348D5F00Q30457426-BA522F0F-9B93-4D00-AB99-C4D4204974F4Q30967740-74A3B883-134F-4F58-918D-A1890F7BD009Q33363672-F7633909-4EEB-48B3-87B1-9634DCF03954Q33449531-3AEA50B1-D6AC-442E-903E-5EDDECBDDA17Q33565421-ACE5FEFC-A809-4041-8C0D-01534E3ED531Q33719057-88F08A86-1B8F-4820-9CBF-4E840637686CQ33784271-79A19380-E167-4C56-9F1D-26A13212B427Q33876017-00398C12-D4D9-4CA1-8957-5FB75A21E9AAQ34066621-B1B950C0-6D33-47F2-8E40-AD68D809BB68Q34455709-D9BE5F2B-9127-4714-9C62-82F56DFEFE62Q35022439-FCB24C91-BC46-4A0F-9726-12CB0A1A7CD6Q35186762-140580B3-678A-417B-88D5-474E8B3F4794Q35717748-6E943922-8535-4705-BA00-18EEC217F29BQ35804249-F106A586-539D-4139-9532-693D14ED2FEBQ35845408-6AB1C547-9371-49D2-B6C5-43CC723D2275Q36081061-F2B94A94-9096-4910-82C2-C66FDD68F3EDQ36123182-2ACCE2C2-51FA-4311-948A-5E0BB4FDDADEQ36228681-B577118F-E6B3-428A-B8A7-4D83884D8988Q36401582-9DA7CF6C-3B4E-41AB-A755-2E46A6E132A3Q36404902-1003770A-25F2-4797-B92B-B581C5DF432CQ36654731-EABE90E2-4D8E-44AA-BEFE-B75854C0CB8BQ37037856-9BBAF35A-8745-4A00-A231-91F9F5D556C5Q37218865-49ED9523-0949-42C8-939D-5B7C03B6C7BAQ37276037-71DF62A2-B379-40DF-921B-ED8B97CF2B20Q37379186-277D5BBD-DD18-40A9-87B1-312C0408F243Q37625384-10F28097-D456-4E00-8719-B413AAFD0E26Q37802317-1FEF9693-01D9-4E9F-9EF3-C787A2F9613CQ37956343-166170DE-B6BA-4D99-8A21-188415F1118BQ38163567-5E4BF510-6F0A-46D8-9039-A585113EBAF4Q38314834-F30C00BC-7591-4173-B4AC-6521B2AE3093Q38368935-F37B3EE0-73DA-4104-A605-10CADC6E9828Q38473015-B2A9D5FC-A8DF-400F-80FD-894F94AD0E7CQ38620882-A33AD2AD-23F1-45B9-A755-413E23A8055EQ38828286-F867F5C6-DB2A-4C93-B1F0-FD6E959DCBD4Q38844941-7A48B864-8441-42A0-90DB-8187709142E9
P2860
description
article
@en
wetenschappelijk artikel
@nl
наукова стаття, опублікована в липні 2004
@uk
ലേഖനം
@ml
name
Does Active Learning Work? A Review of the Research
@en
Does Active Learning Work? A Review of the Research
@nl
type
label
Does Active Learning Work? A Review of the Research
@en
Does Active Learning Work? A Review of the Research
@nl
prefLabel
Does Active Learning Work? A Review of the Research
@en
Does Active Learning Work? A Review of the Research
@nl
P1476
Does Active Learning Work? A Review of the Research
@en
P2093
Michael Prince
P304
P356
10.1002/J.2168-9830.2004.TB00809.X
P577
2004-07-01T00:00:00Z