The Claude Bernard Distinguished Lecture. In pursuit of meaningful learning.
about
Electronic voting to encourage interactive lectures: a randomised trial.Development and Validation of the Homeostasis Concept Inventory.Use of concept maps to promote electrocardiogram diagnosis learning in undergraduate medical studentsAssessment of impact of small group teaching among students in community medicineThe case of thyroid hormones: how to learn physiology by solving a detective case.Too much content, not enough thinking, and too little fun!Case based learning: a method for better understanding of biochemistry in medical students."Heart Shots": a classroom activity to instigate active learning.The method of loci as a mnemonic device to facilitate learning in endocrinology leads to improvement in student performance as measured by assessments.Visualizing the cardiac cycle: a useful tool to promote student understanding.Blunder lecture to reeducate physiology concepts by cognitive conflict strategy.Student Performance along Axes of Scenario Novelty and Complexity in Introductory Biology: Lessons from a Unique Factorial Approach to Assessment.Evaluation of Students' Perceptions Towards An Innovative Teaching-Learning Method During Pharmacology Revision Classes: Autobiography of Drugs.Television format or research project? Team work and the opportunity of choosing classroom-led activities reinforce active learning.An introductory biology lab that uses enzyme histochemistry to teach students about skeletal muscle fiber types.Fostering clinical reasoning in physiotherapy: comparing the effects of concept map study and concept map completion after example study in novice and advanced learners.Modified directed self-learning sessions in physiology with prereading assignments and Pecha Kucha talks: perceptions of students.Which way do the ions go? A graph-drawing exercise for understanding electrochemical gradients.Enhanced student experience: an analysis of subjective evaluation and objective learning success after the transformation of a pharmaceutical physiology course.Using "spinal shrinkage" as a trigger for motivating students to learn about obesity and adopt a healthy lifestyle.Introduction to the refresher course on respiratory physiology.Cardiovascular interactions: an interactive tutorial and mathematical model.Interteaching within a human physiology course: a comparison of first- and second-year students' learning skills and perceptions.Teaching nutritional biochemistry: an experimental approach using yeast.Undergraduates' understanding of cardiovascular phenomena.Explicit constructivism: a missing link in ineffective lectures?Effect of self-assessment on test scores: student perceptions.Teaching integrative physiology using the quantitative circulatory physiology model and case discussion method: evaluation of the learning experience.
P2860
Q33291888-07D69EBD-4DE8-4230-9CC5-03CC38743A66Q33764002-4ED79AE7-4432-412A-91F4-F2A142CCCE17Q35870913-02D03380-95E7-4A8A-8428-FEE0B746F324Q36354751-A885B3A8-7B26-4D64-89CA-D3C6BE0A4292Q37886380-D47BBCA9-1E09-455D-B7FD-70FFF03988D7Q38550987-5282E42C-2AA7-4B3B-9EC0-C213ECC5295DQ39340689-F7B44565-0515-40E8-9847-78E18ECBEBDBQ40584457-53273A51-940D-408E-9798-3E0A488F8377Q40660214-32D6C67E-2E94-48E8-B79D-7CF2A6C603D7Q41790881-D91B2177-96AC-4D97-9326-046E3138C2ECQ42026465-D2939524-AC04-4B7E-BA60-68B556FDA1E0Q42181590-4045CCAC-4028-402B-8D79-9DA30AE8785BQ42921996-2AD401AD-9C47-4A86-9200-F5052D531EBDQ43868853-83859A6A-7191-48A3-A93A-81715F7E1F76Q44769927-7ED5D338-285D-45EF-B356-3AC8821B5363Q47148217-D15C1BC0-BF64-480D-B137-1F210881F238Q47727998-F8188FCA-A105-434B-8FA6-CE203CA1BBF0Q48133715-042EC3C6-BE59-4F35-9210-14099111C0EAQ48222508-0F06853C-834B-42E7-9079-69223757A086Q48322443-21918252-FCB4-437A-80E2-27C92295771DQ48423585-503DAB2A-25AE-469C-8F56-CF96DB1F2B7CQ48618392-1FB14178-CC2D-4413-9CB0-D951F041CF36Q50496745-8FDCA564-C9A2-4672-9EF1-E266E6274AECQ50891434-B1B0163D-F0ED-44B1-8F23-A3523787F411Q51715639-1D0058B8-D6CB-4F4A-93A0-A915A974A649Q51768629-42506F2D-053B-4709-AFE6-2CAAAE155B66Q51900205-52DE3E42-14F3-4258-B4C9-243715AE4647Q51945609-2ADE2B2A-57F5-4EB3-882E-3F495E000F9C
P2860
The Claude Bernard Distinguished Lecture. In pursuit of meaningful learning.
description
2001 nî lūn-bûn
@nan
2001年の論文
@ja
2001年学术文章
@wuu
2001年学术文章
@zh
2001年学术文章
@zh-cn
2001年学术文章
@zh-hans
2001年学术文章
@zh-my
2001年学术文章
@zh-sg
2001年學術文章
@yue
2001年學術文章
@zh-hant
name
The Claude Bernard Distinguished Lecture. In pursuit of meaningful learning.
@en
The Claude Bernard Distinguished Lecture. In pursuit of meaningful learning.
@nl
type
label
The Claude Bernard Distinguished Lecture. In pursuit of meaningful learning.
@en
The Claude Bernard Distinguished Lecture. In pursuit of meaningful learning.
@nl
prefLabel
The Claude Bernard Distinguished Lecture. In pursuit of meaningful learning.
@en
The Claude Bernard Distinguished Lecture. In pursuit of meaningful learning.
@nl
P2860
P1476
The Claude Bernard Distinguished Lecture. In pursuit of meaningful learning.
@en
P2093
P2860
P304
P356
10.1152/ADVANCES.2001.25.3.145
P577
2001-12-01T00:00:00Z