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 *

391 related articles for article (PubMed ID: 27496361)

  • 1. Active Learning Outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology.
    Kudish P; Shores R; McClung A; Smulyan L; Vallen EA; Siwicki KK
    CBE Life Sci Educ; 2016; 15(3):. PubMed ID: 27496361
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Implementation of the peer-led team-learning instructional model as a stopgap measure improves student achievement for students opting out of laboratory.
    Snyder JJ; Carter BE; Wiles JR
    CBE Life Sci Educ; 2015 Mar; 14(1):ar2. PubMed ID: 25673354
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Replacing lecture with peer-led workshops improves student learning.
    Preszler RW
    CBE Life Sci Educ; 2009; 8(3):182-92. PubMed ID: 19723813
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes.
    Jordt H; Eddy SL; Brazil R; Lau I; Mann C; Brownell SE; King K; Freeman S
    CBE Life Sci Educ; 2017; 16(3):. PubMed ID: 28710060
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Peer-Led Team Learning Helps Minority Students Succeed.
    Snyder JJ; Sloane JD; Dunk RD; Wiles JR
    PLoS Biol; 2016 Mar; 14(3):e1002398. PubMed ID: 26959826
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning.
    Ballen CJ; Wieman C; Salehi S; Searle JB; Zamudio KR
    CBE Life Sci Educ; 2017; 16(4):. PubMed ID: 29054921
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Helping struggling students in introductory biology: a peer-tutoring approach that improves performance, perception, and retention.
    Batz Z; Olsen BJ; Dumont J; Dastoor F; Smith MK
    CBE Life Sci Educ; 2015; 14(2):. PubMed ID: 25976652
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Increased structure and active learning reduce the achievement gap in introductory biology.
    Haak DC; HilleRisLambers J; Pitre E; Freeman S
    Science; 2011 Jun; 332(6034):1213-6. PubMed ID: 21636776
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Increasing persistence in undergraduate science majors: a model for institutional support of underrepresented students.
    Toven-Lindsey B; Levis-Fitzgerald M; Barber PH; Hasson T
    CBE Life Sci Educ; 2015; 14(2):. PubMed ID: 25828403
    [TBL] [Abstract][Full Text] [Related]  

  • 10. How leaky is the health career pipeline? Minority student achievement in college gateway courses.
    Alexander C; Chen E; Grumbach K
    Acad Med; 2009 Jun; 84(6):797-802. PubMed ID: 19474563
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Elementary education majors experience hands-on learning in introductory biology.
    Goodman BE; Freeburg EM; Rasmussen K; Meng D
    Adv Physiol Educ; 2006 Dec; 30(4):195-203. PubMed ID: 17108247
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Introductory biology courses: a framework to support active learning in large enrollment introductory science courses.
    Smith AC; Stewart R; Shields P; Hayes-Klosteridis J; Robinson P; Yuan R
    Cell Biol Educ; 2005; 4(2):143-56. PubMed ID: 15917873
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Supplemental instruction in introductory biology I: enhancing the performance and retention of underrepresented minority students.
    Rath KA; Peterfreund AR; Xenos SP; Bayliss F; Carnal N
    CBE Life Sci Educ; 2007; 6(3):203-16. PubMed ID: 17785403
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Despite Similar Perceptions and Attitudes, Postbaccalaureate Students Outperform in Introductory Biology and Chemistry Courses.
    Shortlidge EE; Rain-Griffith L; Shelby C; Shusterman GP; Barbera J
    CBE Life Sci Educ; 2019 Mar; 18(1):ar3. PubMed ID: 30681902
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Small group gender ratios impact biology class performance and peer evaluations.
    Sullivan LL; Ballen CJ; Cotner S
    PLoS One; 2018; 13(4):e0195129. PubMed ID: 29614091
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Facilitating learning in large lecture classes: testing the "teaching team" approach to peer learning.
    Stanger-Hall KF; Lang S; Maas M
    CBE Life Sci Educ; 2010; 9(4):489-503. PubMed ID: 21123696
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Peer led team learning in introductory biology: effects on peer leader critical thinking skills.
    Snyder JJ; Wiles JR
    PLoS One; 2015; 10(1):e0115084. PubMed ID: 25629311
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Implementation of a Learning Assistant Program Improves Student Performance on Higher-Order Assessments.
    Sellami N; Shaked S; Laski FA; Eagan KM; Sanders ER
    CBE Life Sci Educ; 2017; 16(4):. PubMed ID: 29167224
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Effectiveness of a Low-Cost, Graduate Student-Led Intervention on Study Habits and Performance in Introductory Biology.
    Hoskins TD; Gantz JD; Chaffee BR; Arlinghaus K; Wiebler J; Hughes M; Fernandes JJ
    CBE Life Sci Educ; 2017; 16(3):. PubMed ID: 28747353
    [TBL] [Abstract][Full Text] [Related]  

  • 20. An online research immersion program to increase introductory science student confidence and science identity.
    Zheng EJ; Oakes E; Roden J
    Biochem Mol Biol Educ; 2024; 52(1):45-57. PubMed ID: 37812038
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 20.