These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

142 related articles for article (PubMed ID: 26415089)

  • 21. The use of specially designed tasks to enhance student interest in the cadaver dissection laboratory.
    Kang SH; Shin JS; Hwang YI
    Anat Sci Educ; 2012; 5(2):76-82. PubMed ID: 22143981
    [TBL] [Abstract][Full Text] [Related]  

  • 22. Dose- and time-dependent benefits of iPad technology in an undergraduate human anatomy course.
    Raney MA
    Anat Sci Educ; 2016 Jul; 9(4):367-77. PubMed ID: 26606529
    [TBL] [Abstract][Full Text] [Related]  

  • 23. Does attendance at anatomy practical classes correlate with assessment outcome? A retrospective study of a large cohort of undergraduate anatomy students.
    Gonsalvez DG; Ovens M; Ivanusic J
    BMC Med Educ; 2015 Dec; 15():231. PubMed ID: 26698839
    [TBL] [Abstract][Full Text] [Related]  

  • 24. To quiz or not to quiz: Formative tests help detect students at risk of failing the clinical anatomy course.
    Azzi AJ; Ramnanan CJ; Smith J; Dionne É; Jalali A
    Anat Sci Educ; 2015; 8(5):413-20. PubMed ID: 25227111
    [TBL] [Abstract][Full Text] [Related]  

  • 25. A practical hybrid model of application, integration, and competencies at interactive table conferences in histology (ITCH).
    Ettarh R
    Anat Sci Educ; 2016 May; 9(3):286-94. PubMed ID: 26749245
    [TBL] [Abstract][Full Text] [Related]  

  • 26. Student retention of course content is improved by collaborative-group testing.
    Cortright RN; Collins HL; Rodenbaugh DW; DiCarlo SE
    Adv Physiol Educ; 2003 Dec; 27(1-4):102-8. PubMed ID: 12928319
    [TBL] [Abstract][Full Text] [Related]  

  • 27. Modified use of team-based learning for effective delivery of medical gross anatomy and embryology.
    Vasan NS; DeFouw DO; Holland BK
    Anat Sci Educ; 2008 Jan; 1(1):3-9. PubMed ID: 19177372
    [TBL] [Abstract][Full Text] [Related]  

  • 28. Tackling student neurophobia in neurosciences block with team-based learning.
    Anwar K; Shaikh AA; Sajid MR; Cahusac P; Alarifi NA; Al Shedoukhy A
    Med Educ Online; 2015; 20():28461. PubMed ID: 26232115
    [TBL] [Abstract][Full Text] [Related]  

  • 29. Participation in asynchronous online discussion forums does improve student learning of gross anatomy.
    Green RA; Farchione D; Hughes DL; Chan SP
    Anat Sci Educ; 2014; 7(1):71-6. PubMed ID: 23733524
    [TBL] [Abstract][Full Text] [Related]  

  • 30. Student perception of a new integrated anatomy practical program: does students' prior learning make a difference?
    Tedman RA; Alexander H; Massa H; Moses D
    Clin Anat; 2011 Jul; 24(5):664-70. PubMed ID: 21438022
    [TBL] [Abstract][Full Text] [Related]  

  • 31. Student-centered integrated anatomy resource sessions at Alfaisal University.
    Cowan M; Arain NN; Assale TS; Assi AH; Albar RA; Ganguly PK
    Anat Sci Educ; 2010; 3(5):272-5. PubMed ID: 20814913
    [TBL] [Abstract][Full Text] [Related]  

  • 32. Student perceptions of an upper-level, undergraduate human anatomy laboratory course without cadavers.
    Wright SJ
    Anat Sci Educ; 2012; 5(3):146-57. PubMed ID: 22362500
    [TBL] [Abstract][Full Text] [Related]  

  • 33. A follow-up comparative study of two modes of learning human anatomy: by dissection and from prosections.
    Nnodim JO; Ohanaka EC; Osuji CU
    Clin Anat; 1996; 9(4):258-62. PubMed ID: 8793221
    [TBL] [Abstract][Full Text] [Related]  

  • 34. Student performance on practical gross anatomy examinations is not affected by assessment modality.
    Meyer AJ; Innes SI; Stomski NJ; Armson AJ
    Anat Sci Educ; 2016; 9(2):111-20. PubMed ID: 25981194
    [TBL] [Abstract][Full Text] [Related]  

  • 35. Anatomy adventure: a board game for enhancing understanding of anatomy.
    Anyanwu EG
    Anat Sci Educ; 2014; 7(2):153-60. PubMed ID: 23878076
    [TBL] [Abstract][Full Text] [Related]  

  • 36. Two-stage collaborative group testing does not improve retention of anatomy among students studying medical radiation technology.
    Bentley DC; Attardi SM; Faul J; Melo V; Palmer C
    J Med Imaging Radiat Sci; 2021 Dec; 52(4S):S96-S109. PubMed ID: 34583909
    [TBL] [Abstract][Full Text] [Related]  

  • 37. Investigating the use of quick response codes in the gross anatomy laboratory.
    Traser CJ; Hoffman LA; Seifert MF; Wilson AB
    Anat Sci Educ; 2015; 8(5):421-8. PubMed ID: 25288343
    [TBL] [Abstract][Full Text] [Related]  

  • 38. The use of limericks to engage student interest and promote active learning in an undergraduate course in functional anatomy.
    Carnegie JA
    Anat Sci Educ; 2012; 5(2):90-7. PubMed ID: 22334459
    [TBL] [Abstract][Full Text] [Related]  

  • 39. A survey of student perceptions of team-based learning in anatomy curriculum: favorable views unrelated to grades.
    Vasan NS; DeFouw DO; Compton S
    Anat Sci Educ; 2009; 2(4):150-5. PubMed ID: 19572279
    [TBL] [Abstract][Full Text] [Related]  

  • 40. Student outcomes associated with use of asynchronous online discussion forums in gross anatomy teaching.
    Green RA; Hughes DL
    Anat Sci Educ; 2013; 6(2):101-6. PubMed ID: 22961929
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 8.