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 *

205 related articles for article (PubMed ID: 37399176)

  • 1. Breaking the mold: Study strategies of students who improve their achievement on introductory biology exams.
    Sebesta AJ; Bray Speth E
    PLoS One; 2023; 18(7):e0287313. PubMed ID: 37399176
    [TBL] [Abstract][Full Text] [Related]  

  • 2. How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology.
    Sebesta AJ; Bray Speth E
    CBE Life Sci Educ; 2017; 16(2):. PubMed ID: 28495934
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Differences in metacognitive regulation in introductory biology students: when prompts are not enough.
    Stanton JD; Neider XN; Gallegos IJ; Clark NC
    CBE Life Sci Educ; 2015; 14(2):. PubMed ID: 25976651
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Metacognitive Exam Preparation Assignments in an Introductory Biology Course Improve Exam Scores for Lower ACT Students Compared with Assignments that Focus on Terms.
    Angell DK; Lane-Getaz S; Okonek T; Smith S
    CBE Life Sci Educ; 2024 Mar; 23(1):ar6. PubMed ID: 38215391
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Knowledge of Learning Makes a Difference: A Comparison of Metacognition in Introductory and Senior-Level Biology Students.
    Stanton JD; Dye KM; Johnson M
    CBE Life Sci Educ; 2019 Jun; 18(2):ar24. PubMed ID: 31144572
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Supporting Undergraduate Biology Students' Academic Success: Comparing Two Workshop Interventions.
    Hensley L; Kulesza A; Peri J; Brady AC; Wolters CA; Sovic D; Breitenberger C
    CBE Life Sci Educ; 2021 Dec; 20(4):ar60. PubMed ID: 34605666
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course.
    Mynlieff M; Manogaran AL; St Maurice M; Eddinger TJ
    CBE Life Sci Educ; 2014; 13(2):311-21. PubMed ID: 26086661
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Medical Student Progress Examination Performance and Its Relationship With Metacognition, Critical Thinking, and Self-Regulated Learning Strategies.
    Chang C; Colón-Berlingeri M; Mavis B; Laird-Fick HS; Parker C; Solomon D
    Acad Med; 2021 Feb; 96(2):278-284. PubMed ID: 33003039
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Learner-centered inquiry in undergraduate biology: positive relationships with long-term student achievement.
    Derting TL; Ebert-May D
    CBE Life Sci Educ; 2010; 9(4):462-72. PubMed ID: 21123693
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Metacognitive study strategies in a college course and their relation to exam performance.
    Zepeda CD; Nokes-Malach TJ
    Mem Cognit; 2021 Apr; 49(3):480-497. PubMed ID: 33150557
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Curricular Activities that Promote Metacognitive Skills Impact Lower-Performing Students in an Introductory Biology Course.
    Dang NV; Chiang JC; Brown HM; McDonald KK
    J Microbiol Biol Educ; 2018; 19(1):. PubMed ID: 29904551
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Increasing student success using online quizzing in introductory (majors) biology.
    Orr R; Foster S
    CBE Life Sci Educ; 2013; 12(3):509-14. PubMed ID: 24006398
    [TBL] [Abstract][Full Text] [Related]  

  • 13. 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]  

  • 14. Introductory Biology Students' Use of Enhanced Answer Keys and Reflection Questions to Engage in Metacognition and Enhance Understanding.
    Sabel JL; Dauer JT; Forbes CT
    CBE Life Sci Educ; 2017; 16(3):. PubMed ID: 28645893
    [TBL] [Abstract][Full Text] [Related]  

  • 15. 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]  

  • 16. Opportunities for Self-Evaluation Increase Student Calibration in an Introductory Biology Course.
    Osterhage JL; Usher EL; Douin TA; Bailey WM
    CBE Life Sci Educ; 2019 Jun; 18(2):ar16. PubMed ID: 31025916
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Facilitating long-term changes in student approaches to learning science.
    Buchwitz BJ; Beyer CH; Peterson JE; Pitre E; Lalic N; Sampson PD; Wakimoto BT
    CBE Life Sci Educ; 2012; 11(3):273-82. PubMed ID: 22949424
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Use of Exam Wrapper Metacognitive Strategy to Promote Student Self-assessment of Learning: An Integrative Review.
    Sethares KA; Asselin ME
    Nurse Educ; 2022 Jan-Feb 01; 47(1):37-41. PubMed ID: 33958553
    [TBL] [Abstract][Full Text] [Related]  

  • 19. 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]  

  • 20. Promoting metacognition in an allied health anatomy course.
    Cale AS; Hoffman LA; McNulty MA
    Anat Sci Educ; 2023; 16(3):473-485. PubMed ID: 35951462
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 11.