89 related articles for article (PubMed ID: 25403121)
1. 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]
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. 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]
4. Individual identification and correction of mistakes in statements of biochemical significance: An effective learning process for graduate medical students.
Bobby Z; Radhika MR; Srilatha K; Nithin Kumar U; Kavitha S
Biochem Mol Biol Educ; 2019 Jul; 47(4):476-480. PubMed ID: 30925019
[TBL] [Abstract][Full Text] [Related]
5. 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]
6. 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]
7. Research-oriented medical education for graduate medical students.
Deo MG
Natl Med J India; 2013; 26(3):169-73. PubMed ID: 24476167
[TBL] [Abstract][Full Text] [Related]
8. "Test-enhanced" focused self-directed learning after the teaching modules in biochemistry.
Bobby Z; Meiyappan K
Biochem Mol Biol Educ; 2018 Sep; 46(5):472-477. PubMed ID: 30369035
[TBL] [Abstract][Full Text] [Related]
9. Modified Conventional Teaching: An Assessment of Clinical Biochemistry Learning Process Among Medical Undergraduate Students Using the Traditional Teaching in Combination with Group Discussion.
Vadakedath S; Kandi V
Cureus; 2019 Aug; 11(8):e5396. PubMed ID: 31620321
[TBL] [Abstract][Full Text] [Related]
10. Task-based learning versus problem-oriented lecture in neurology continuing medical education.
Vakani F; Jafri W; Ahmad A; Sonawalla A; Sheerani M
J Coll Physicians Surg Pak; 2014 Jan; 24(1):23-6. PubMed ID: 24411537
[TBL] [Abstract][Full Text] [Related]
11. A participatory learning approach to biochemistry using student authored and evaluated multiple-choice questions.
Bottomley S; Denny P
Biochem Mol Biol Educ; 2011; 39(5):352-61. PubMed ID: 21948507
[TBL] [Abstract][Full Text] [Related]
12. Nutrition education for medical students: evaluation of the relative contribution of freshman courses in biochemistry and nutrition to performance on a standardized examination in nutrition.
Morgan SL; Weinsier RL; Boker JR; Brooks CM
Nutrition; 1989; 5(1):31-6. PubMed ID: 2520254
[TBL] [Abstract][Full Text] [Related]
13. [The interactive lecture. A simple form of student-activating learning].
Quistorff B; Aspegren K
Ugeskr Laeger; 2003 Sep; 165(36):3400-3. PubMed ID: 14531140
[TBL] [Abstract][Full Text] [Related]
14. 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]
15. Enhanced podcasts for teaching biochemistry to veterinary students.
Gough KC
Biochem Mol Biol Educ; 2011; 39(6):421-5. PubMed ID: 22081546
[TBL] [Abstract][Full Text] [Related]
16. 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]
17. 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]
18. Biochemist-tree: Using modular origami to understand the integration of intermediary metabolism.
Sharp D
Biochem Mol Biol Educ; 2013; 41(5):309-14. PubMed ID: 24019166
[TBL] [Abstract][Full Text] [Related]
19. Over the counter drugs (and dietary supplement) exercise: a team-based introduction to biochemistry for health professional students.
Phadtare S; Abali E; Brodsky B
Biochem Mol Biol Educ; 2013; 41(6):384-7. PubMed ID: 24214182
[TBL] [Abstract][Full Text] [Related]
20. The Trauma Evaluation and Management (TEAM) teaching module: its role for senior medical students in Canada.
Ali J
Can J Surg; 2003 Apr; 46(2):99-102. PubMed ID: 12691345
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]