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.
121 related articles for article (PubMed ID: 38525215)
21. [A Study on the Cognitive Learning Effectiveness of Scenario-Based Concept Mapping in a Neurological Nursing Course]. Pan HC; Hsieh SI; Hsu LL Hu Li Za Zhi; 2015 Dec; 62(6):57-67. PubMed ID: 26645445 [TBL] [Abstract][Full Text] [Related]
22. Student and educator experiences of maternal-child simulation-based learning: a systematic review of qualitative evidence protocol. MacKinnon K; Marcellus L; Rivers J; Gordon C; Ryan M; Butcher D JBI Database System Rev Implement Rep; 2015 Jan; 13(1):14-26. PubMed ID: 26447004 [TBL] [Abstract][Full Text] [Related]
23. Making clinical case-based learning in veterinary medicine visible: analysis of collaborative concept-mapping processes and reflections. Khosa DK; Volet SE; Bolton JR J Vet Med Educ; 2014; 41(4):406-17. PubMed ID: 25270652 [TBL] [Abstract][Full Text] [Related]
24. Concept mapping as a tool to improve medical student's learning about rabies surveillance. Sargolzaie N; Sargazi S; Lotfi G J Educ Health Promot; 2019; 8():132. PubMed ID: 31463317 [TBL] [Abstract][Full Text] [Related]
25. Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge. Dyer JO; Hudon A; Montpetit-Tourangeau K; Charlin B; Mamede S; van Gog T BMC Med Educ; 2015 Mar; 15():37. PubMed ID: 25889066 [TBL] [Abstract][Full Text] [Related]
26. Pharmacy students teaching prescribers strategies to lower prescription drug costs for underserved patients. Stebbins MR; Frear ME; Cutler TW; Lightwood JM; Fingado AR; Lai CJ; Lipton HL J Manag Care Pharm; 2013 Sep; 19(7):534-41. PubMed ID: 23964614 [TBL] [Abstract][Full Text] [Related]
27. Effectiveness of concept mapping and traditional linear nursing care plans on critical thinking skills in clinical pediatric nursing course. Aein F; Aliakbari F J Educ Health Promot; 2017; 6():13. PubMed ID: 28546978 [TBL] [Abstract][Full Text] [Related]
28. Assessing the Impact of Interactive Educational Videos and Screencasts Within Pre-clinical Microanatomy and Medical Physiology Teaching. Robson A; Scantling-Birch Y; Morton S; Anbu D; Border S Adv Exp Med Biol; 2022; 1356():319-343. PubMed ID: 35146628 [TBL] [Abstract][Full Text] [Related]
29. Comparison lecture and concept map methods on the level of learning and satisfaction in puerperal sepsis education of midwifery students: a quasi-experimental study. Yarmohammadi A; Mostafazadeh F; Shahbazzadegan S BMC Med Educ; 2023 Apr; 23(1):251. PubMed ID: 37069551 [TBL] [Abstract][Full Text] [Related]
30. Student learning outcomes in response to concept-based teaching. Getha-Eby TJ; Beery T; O'Brien B; Xu Y J Nurs Educ; 2015 Apr; 54(4):193-200. PubMed ID: 25826759 [TBL] [Abstract][Full Text] [Related]
31. Effectiveness of the game-based learning over traditional teaching-learning strategy to instruct pharmacology for Phase II medical students. Gudadappanavar AM; Benni JM; Javali SB J Educ Health Promot; 2021; 10():91. PubMed ID: 34084838 [TBL] [Abstract][Full Text] [Related]
32. Collaborative Concept Mapping and Critical Thinking in Fourth-Year Medical Students. Bixler GM; Brown A; Way D; Ledford C; Mahan JD Clin Pediatr (Phila); 2015 Aug; 54(9):833-9. PubMed ID: 26170418 [TBL] [Abstract][Full Text] [Related]
33. Fostering clinical reasoning in physiotherapy: comparing the effects of concept map study and concept map completion after example study in novice and advanced learners. Montpetit-Tourangeau K; Dyer JO; Hudon A; Windsor M; Charlin B; Mamede S; van Gog T BMC Med Educ; 2017 Dec; 17(1):238. PubMed ID: 29191189 [TBL] [Abstract][Full Text] [Related]
34. LecturePlus: a learner-centered teaching method to promote deep learning. Hashim MJ; Govender R; Ghenimi N; Kieu A; Khan MAB Adv Physiol Educ; 2023 Jun; 47(2):175-180. PubMed ID: 36759147 [TBL] [Abstract][Full Text] [Related]
35. Evaluating meaningful learning using concept mapping in dental hygiene education: a pilot study. Canasi DM; Amyot C; Tira D J Dent Hyg; 2014 Feb; 88(1):20-9. PubMed ID: 24563049 [TBL] [Abstract][Full Text] [Related]
36. Small group discussions as an effective teaching-learning methodology for learning the principles of family medicine among 2 Roshni M; Rahim A J Family Med Prim Care; 2020 May; 9(5):2248-2252. PubMed ID: 32754482 [TBL] [Abstract][Full Text] [Related]
37. Impact of combination of short lecture and group discussion on the learning of physiology by nonmajor undergraduates. Asem EK; Rajwa B Adv Physiol Educ; 2023 Mar; 47(1):1-12. PubMed ID: 36302139 [TBL] [Abstract][Full Text] [Related]
38. Impact of a concept map teaching approach on nursing students' critical thinking skills. Kaddoura M; Van-Dyke O; Yang Q Nurs Health Sci; 2016 Sep; 18(3):350-4. PubMed ID: 26891960 [TBL] [Abstract][Full Text] [Related]
39. Early Clinical Exposure as a Learning Tool to Teach Neuroanatomy for First Year MBBS Students. Kar M; Kar C; Roy H; Goyal P Int J Appl Basic Med Res; 2017 Dec; 7(Suppl 1):S38-S41. PubMed ID: 29344456 [TBL] [Abstract][Full Text] [Related]
40. Can concept mapping support the quality of reflections made by undergraduate medical students? A mixed method study. Sieben JM; Heeneman S; Verheggen MM; Driessen EW Med Teach; 2021 Apr; 43(4):388-396. PubMed ID: 33280482 [TBL] [Abstract][Full Text] [Related] [Previous] [Next] [New Search]