1106 related articles for article (PubMed ID: 21591055)
1. Formulation of questions followed by small group discussion as a revision exercise at the end of a teaching module in biochemistry.
Bobby Z; Koner BC; Sridhar MG; Nandeesha H; Renuka P; Setia S; Kumaran SS; Asmathulla S
Biochem Mol Biol Educ; 2007 Jan; 35(1):45-8. PubMed ID: 21591055
[TBL] [Abstract][Full Text] [Related]
2. Formulation of multiple choice questions as a revision exercise at the end of a teaching module in biochemistry.
Bobby Z; Radhika MR; Nandeesha H; Balasubramanian A; Prerna S; Archana N; Thippeswamy DN
Biochem Mol Biol Educ; 2012; 40(3):169-73. PubMed ID: 22615224
[TBL] [Abstract][Full Text] [Related]
3. Small group discussion followed by presentation as a revision exercise at the end of a teaching module in biochemistry.
Bobby Z; Koner BC; Sen SK; Renuka P; Nandakumar DN; Nandeesha H; Das V; Goswami K; Sathiamoorthy R
Natl Med J India; 2004; 17(1):36-8. PubMed ID: 15115233
[TBL] [Abstract][Full Text] [Related]
4. Identification of mistakes and their correction by a small group discussion as a revision exercise at the end of a teaching module in biochemistry.
Bobby Z; Nandeesha H; Sridhar MG; Soundravally R; Setiya S; Babu MS; Niranjan G
Natl Med J India; 2014; 27(1):22-3. PubMed ID: 25403121
[TBL] [Abstract][Full Text] [Related]
5. Using optimal combination of teaching-learning methods (open book assignment and group tutorials) as revision exercises to improve learning outcome in low achievers in biochemistry.
Rajappa M; Bobby Z; Nandeesha H; Suryapriya R; Ragul A; Yuvaraj B; Revathy G; Priyadarssini M
Biochem Mol Biol Educ; 2016 Jul; 44(4):321-5. PubMed ID: 26891594
[TBL] [Abstract][Full Text] [Related]
6. Commentary: IDSA guidelines for improving the teaching of preclinical medical microbiology and infectious diseases.
Southwick F; Katona P; Kauffman C; Monroe S; Pirofski LA; del Rio C; Gallis H; Dismukes W;
Acad Med; 2010 Jan; 85(1):19-22. PubMed ID: 20042815
[TBL] [Abstract][Full Text] [Related]
7. A novel tool to facilitate the learning of thermodynamic principles by undergraduate students of the biological area.
Carvalho EO; Araki MK; Freitas SF; de Godoy CM; Faljoni-Alario A; Frare-Junior PL; Nantes IL
Biochem Mol Biol Educ; 2009 Sep; 37(5):271-8. PubMed ID: 21567753
[TBL] [Abstract][Full Text] [Related]
8. Use of modified SOAP notes and peer-led small-group discussion in a Medical Physiology course: addressing the hidden curriculum.
Kibble J; Hansen PA; Nelson L
Adv Physiol Educ; 2006 Dec; 30(4):230-6. PubMed ID: 17108251
[TBL] [Abstract][Full Text] [Related]
9. Methods for increasing active medical student participation in their own learning: experience with a single 30-hour course for 111 preclinical students.
Love RR
J Cancer Educ; 1990; 5(1):33-6. PubMed ID: 2400668
[TBL] [Abstract][Full Text] [Related]
10. Students' perception of a discussion-driven classroom environment in an upper-level ruminant nutrition course with small enrollment.
Wattiaux MA; Crump P
J Dairy Sci; 2006 Jan; 89(1):343-52. PubMed ID: 16357299
[TBL] [Abstract][Full Text] [Related]
11. Exploring first-year undergraduate medical students' self-directed learning readiness to physiology.
Abraham RR; Fisher M; Kamath A; Izzati TA; Nabila S; Atikah NN
Adv Physiol Educ; 2011 Dec; 35(4):393-5. PubMed ID: 22139776
[TBL] [Abstract][Full Text] [Related]
12. A novel tool to facilitate the learning of buffering mechanism by undergraduate students of the biological area.
Carvalho EO; Nantes IL
Biochem Mol Biol Educ; 2008 May; 36(3):189-95. PubMed ID: 21591190
[TBL] [Abstract][Full Text] [Related]
13. Computer-assisted instruction versus traditional lecture for medical student teaching of dermatology morphology: a randomized control trial.
Jenkins S; Goel R; Morrell DS
J Am Acad Dermatol; 2008 Aug; 59(2):255-9. PubMed ID: 18499299
[TBL] [Abstract][Full Text] [Related]
14. Formulation of questions followed by small group discussion: a learning method for medical students.
Bobby Z; Nandeesha H; Sridhar MG; Koner BC; Renuka P; Setiya S; Kumaran SS; Mawlong A
Natl Med J India; 2008; 21(5):261-2. PubMed ID: 19322945
[No Abstract] [Full Text] [Related]
15. Problem- vs. lecture-based pharmacology teaching in a German medical school.
Michel MC; Bischoff A; Zu Heringdorf M; Neumann D; Jakobs KH
Naunyn Schmiedebergs Arch Pharmacol; 2002 Jul; 366(1):64-8. PubMed ID: 12107635
[TBL] [Abstract][Full Text] [Related]
16. Small-group discussion versus lecture format for third-year students in obstetrics and gynecology.
Fischer RL; Jacobs SL; Herbert WN
Obstet Gynecol; 2004 Aug; 104(2):349-53. PubMed ID: 15292010
[TBL] [Abstract][Full Text] [Related]
17. Comparing biology majors from large lecture classes with TA-facilitated laboratories to those from small lecture classes with faculty-facilitated laboratories.
Goodman BE; Koster KL; Redinius PL
Adv Physiol Educ; 2005 Jun; 29(2):112-7. PubMed ID: 15905156
[TBL] [Abstract][Full Text] [Related]
18. Medical students as health coaches.
Wagner PJ; Jester DM; Moseley GC
Acad Med; 2002 Nov; 77(11):1164-5. PubMed ID: 12431943
[TBL] [Abstract][Full Text] [Related]
19. [Innovative course concept for small group teaching in clinical methods. Results of a longitudinal, 2-cohort study in the setting of the medical didactic pilot project in Dusseldorf].
Hofer M; Schiebel B; Hartwig HG; Garten A; Mödder U
Dtsch Med Wochenschr; 2000 Jun; 125(23):717-23. PubMed ID: 10902503
[TBL] [Abstract][Full Text] [Related]
20. Impact of clinical teaching on students knowledge acquisition.
Manzar S
Saudi Med J; 2003 Aug; 24(8):885-9. PubMed ID: 12939678
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
