440 related articles for article (PubMed ID: 24596276)
21. Assessing student engagement and self-regulated learning in a medical gross anatomy course.
Pizzimenti MA; Axelson RD
Anat Sci Educ; 2015; 8(2):104-10. PubMed ID: 24845421
[TBL] [Abstract][Full Text] [Related]
22. Motivating student learning using a formative assessment journey.
Evans DJ; Zeun P; Stanier RA
J Anat; 2014 Mar; 224(3):296-303. PubMed ID: 24111930
[TBL] [Abstract][Full Text] [Related]
23. Using generalizability analysis to estimate parameters for anatomy assessments: A multi-institutional study.
Byram JN; Seifert MF; Brooks WS; Fraser-Cotlin L; Thorp LE; Williams JM; Wilson AB
Anat Sci Educ; 2017 Mar; 10(2):109-119. PubMed ID: 27458988
[TBL] [Abstract][Full Text] [Related]
24. Assessment to Optimize Learning Strategies: A Qualitative Study of Student and Faculty Perceptions.
Wlodarczyk S; Muller-Juge V; Hauer KE; Tong MS; Ransohoff A; Boscardin C
Teach Learn Med; 2021; 33(3):245-257. PubMed ID: 33439035
[No Abstract] [Full Text] [Related]
25. Formative student-authored question bank: perceptions, question quality and association with summative performance.
Walsh JL; Harris BHL; Denny P; Smith P
Postgrad Med J; 2018 Feb; 94(1108):97-103. PubMed ID: 28866607
[TBL] [Abstract][Full Text] [Related]
26. Out of sight, out of mind: Do repeating students overlook online course components?
Holland J; Clarke E; Glynn M
Anat Sci Educ; 2016 Nov; 9(6):555-564. PubMed ID: 27096280
[TBL] [Abstract][Full Text] [Related]
27. Teaching baroreflex physiology to medical students: a comparison of quiz-based and conventional teaching strategies in a laboratory exercise.
Berg RM; Plovsing RR; Damgaard M
Adv Physiol Educ; 2012 Jun; 36(2):147-53. PubMed ID: 22665430
[TBL] [Abstract][Full Text] [Related]
28. Ultrasound-based teaching of cardiac anatomy and physiology to undergraduate medical students.
Hammoudi N; Arangalage D; Boubrit L; Renaud MC; Isnard R; Collet JP; Cohen A; Duguet A
Arch Cardiovasc Dis; 2013 Oct; 106(10):487-91. PubMed ID: 23911833
[TBL] [Abstract][Full Text] [Related]
29. Incorporating radiology into medical gross anatomy: does the use of cadaver CT scans improve students' academic performance in anatomy?
Lufler RS; Zumwalt AC; Romney CA; Hoagland TM
Anat Sci Educ; 2010; 3(2):56-63. PubMed ID: 20213692
[TBL] [Abstract][Full Text] [Related]
30. A psychometric evaluation of the anatomy learning experiences questionnaire and correlations with learning outcomes.
Choi-Lundberg DL; Williams AM; Zimitat C
Anat Sci Educ; 2017 Nov; 10(6):514-527. PubMed ID: 28423232
[TBL] [Abstract][Full Text] [Related]
31. An eight-year study of online lecture use in a medical gross anatomy and embryology course.
Nieder GL; Borges NJ
Anat Sci Educ; 2012; 5(6):311-20. PubMed ID: 22674561
[TBL] [Abstract][Full Text] [Related]
32. The integrated anatomy practical paper: A robust assessment method for anatomy education today.
Smith CF; McManus B
Anat Sci Educ; 2015; 8(1):63-73. PubMed ID: 24706567
[TBL] [Abstract][Full Text] [Related]
33. Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom's taxonomy.
Morton DA; Colbert-Getz JM
Anat Sci Educ; 2017 Mar; 10(2):170-175. PubMed ID: 27427860
[TBL] [Abstract][Full Text] [Related]
34. The validity of Engagement and Feedback Assessments (EFAs): identifying students at risk of failing.
Kemp PR; Bradshaw JM; Pandya B; Davies D; Morrell MJ; Sam AH
BMC Med Educ; 2023 Nov; 23(1):866. PubMed ID: 37968656
[TBL] [Abstract][Full Text] [Related]
35. Evaluating a technology supported interactive response system during the laboratory section of a histology course.
Rinaldi VD; Lorr NA; Williams K
Anat Sci Educ; 2017 Jul; 10(4):328-338. PubMed ID: 28678444
[TBL] [Abstract][Full Text] [Related]
36. Integrating physical examination and trunk anatomy; a new course for second year medical students.
Adibi I; Hasani N; Ashoorioun V; Sadrearhami S; Monajemi AR
Med Teach; 2007 Nov; 29(9):975-7. PubMed ID: 18158675
[TBL] [Abstract][Full Text] [Related]
37. Does learning in clinical context in anatomical sciences improve examination results, learning motivation, or learning orientation?
Böckers A; Mayer C; Böckers TM
Anat Sci Educ; 2014; 7(1):3-11. PubMed ID: 23733503
[TBL] [Abstract][Full Text] [Related]
38. Team Objective Structured Bedside Assessment (TOSBA) as formative assessment in undergraduate Obstetrics and Gynaecology: a cohort study.
Deane RP; Joyce P; Murphy DJ
BMC Med Educ; 2015 Oct; 15():172. PubMed ID: 26453191
[TBL] [Abstract][Full Text] [Related]
39. Implementation and modification of an anatomy-based integrated curriculum.
Klement BJ; Paulsen DF; Wineski LE
Anat Sci Educ; 2017 Jun; 10(3):262-275. PubMed ID: 28009487
[TBL] [Abstract][Full Text] [Related]
40. An audience response system may influence student performance on anatomy examination questions.
Hoyt A; McNulty JA; Gruener G; Chandrasekhar A; Espiritu B; Ensminger D; Price R; Naheedy R
Anat Sci Educ; 2010; 3(6):295-9. PubMed ID: 20890951
[TBL] [Abstract][Full Text] [Related]
[Previous] [Next] [New Search]