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Assessment of an electronic voting system within the tutorial setting: a randomised controlled trial [ISRCTN54535861]Can we make grand rounds "grand" again?Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?Impact of Flipped Classroom Design on Student Performance and Perceptions in a Pharmacotherapy Course.In search of the information literacy training 'half-life'.Comparison of computer-mediated learning and lecture-mediated learning for teaching pain management to pharmacy students.Pharmacy students' knowledge and perceptions about adverse drug reactions reporting and pharmacovigilanceEffectiveness of flipped classroom with Poll Everywhere as a teaching-learning method for pharmacy students.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.Too much content, not enough thinking, and too little fun!Use of the pause procedure in continuing medical education: A randomized controlled intervention study.Perception of MBBS students to "flipped class room" approach in neuroanatomy module.Adult learning principles and presentation pearls.Integration of medical imaging including ultrasound into a new clinical anatomy curriculum.The impact of blended learning on student performance in a cardiovascular pharmacotherapy courseMind wandering and education: from the classroom to online learning.Brief, cooperative peer-instruction sessions during lectures enhance student recall and comprehensionFlipped Classroom or an Active Lecture?Evaluation of interactive teaching for undergraduate medical students using a classroom interactive response system in India.Grand rounds: a paradox in medical education.Do not Lose Your Students in Large Lectures: A Five-Step Paper-Based Model to Foster Students' Participation.Medical grand rounds: alive and well and living in Canada.A simple ballistocardiographic system for a medical cardiovascular physiology course.Presentation skills for nurses: how to prepare more effectively.Attention span during lectures: 8 seconds, 10 minutes, or more?Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship.Sailing smoothly across the cultural divide: Constructing effective behavioral science presentations for medical audiences.A comparison of traditional and engaging lecture methods in a large, professional-level course.Too much teaching, not enough learning: what is the solution?An innovative method to enhance interaction during lecture sessions.Active learning materials for molecular and atomic spectroscopy.Online Learning Tools as Supplements for Basic and Clinical Science Education.Attention During Lectures: Beyond Ten MinutesEveryday Attention: Variation in Mind Wandering and Memory in a LectureIncorporating Statistical Consulting Case Studies in Introductory Time Series Courses
P2860
Q24814227-D4F79646-F318-4070-9C93-547BD30CE0A8Q27006006-0F65BAC5-64CF-4CB6-BA94-8793CB81B9DCQ36337920-3C8867D5-0C18-47F2-B530-8C79A9C66917Q36786919-05EFA35C-A25A-4701-874E-DEA6311EE2F4Q36855867-7C6CF4A2-D996-4313-94D9-FB5CA4DF68E2Q37213449-FD79DC86-3B0B-40C9-B425-B8135EE4AA8AQ37330738-7A4E373E-5F40-4E5A-B141-9D47134661E3Q37526517-19EB8DD6-88AC-42CF-BC76-036FB5390803Q38087509-A45B5C11-38C7-4024-A92B-FA6DD396A51FQ38258760-ED6E7402-D120-4786-8090-3A86FC0AC26FQ38550987-568496A7-E9F3-45A6-B79F-73EEFC297B73Q38955189-194C5A73-DD24-450D-A08E-7C58DBEF6007Q38988605-62480FFB-AFF7-47D0-9096-480A9119219DQ39077866-B6CAA102-537F-4E4D-B783-51F851103BDBQ39143712-AA202EE0-67FF-4E1B-B5DD-CD89D8E1D161Q39283750-386A10F0-500C-4C35-AF15-7D9F3DB21B66Q39372805-9D9668B1-EA0A-4C6C-8816-7B03F8B7E922Q39928629-C3805924-8D41-410A-80DC-F41518ED1F41Q40500992-B9A9E058-7BD5-4185-991E-180195118E0EQ42093070-187E2B58-C38E-472E-8233-EBFA1962B2D7Q42125588-3F9208E9-08C1-4A4E-9344-9E95C4E66694Q42160935-1F5AC7B5-BD5B-4193-88BC-4D16FF0A31DDQ42784363-57F76872-8D5D-4A95-99DB-BADEBB3B2FB0Q43695336-06E84F91-5C2E-478D-AC1C-9E2235F806A8Q43917761-9A0BA865-828E-49DD-94C6-B32F43A0C6F9Q46132286-D3889977-13C2-451F-9DF2-13E24317D954Q47099322-3FFC4F7A-1E6F-4361-AD3C-3B5B4D46E66DQ47398482-4C36884D-15C3-4F6D-B60A-1A1199110192Q47825050-DD17046B-80A4-4E1E-9E27-AA5A45E9332CQ48560733-50546A62-D413-4874-98A8-97F957AE2314Q48571122-6181505E-5EBF-4CC6-B045-BCF0CC58954FQ50649599-0F566F43-9550-4783-815B-4A2DC9427F19Q55408050-EBF3B5CA-B90F-45E8-B437-561868F4B82EQ56384889-8DF6D3B3-7430-4125-AB97-4A2817924BBCQ56804742-3AE90066-8526-4B4E-B2EF-97CD065CFDCAQ58137114-BBC2FD9C-3CC2-4FF0-BED8-25A9309756CC
P2860
description
1978 nî lūn-bûn
@nan
1978年の論文
@ja
1978年学术文章
@wuu
1978年学术文章
@zh-cn
1978年学术文章
@zh-hans
1978年学术文章
@zh-my
1978年学术文章
@zh-sg
1978年學術文章
@yue
1978年學術文章
@zh
1978年學術文章
@zh-hant
name
Medical student concentration during lectures.
@en
Medical student concentration during lectures.
@nl
type
label
Medical student concentration during lectures.
@en
Medical student concentration during lectures.
@nl
prefLabel
Medical student concentration during lectures.
@en
Medical student concentration during lectures.
@nl
P1433
P1476
Medical student concentration during lectures.
@en
P2093
R J Rutherford
P304
P356
10.1016/S0140-6736(78)92233-X
P407
P577
1978-09-01T00:00:00Z