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1
Teaching and Learning with Mobile Technology: A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education
Teaching and Learning with Mobile Technology: A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education
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Teaching and Learning with Mobile Technology: A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education

PloS one, 2015-12, Vol.10 (12), p.e0144008 [Peer Reviewed Journal]

COPYRIGHT 2015 Public Library of Science ;COPYRIGHT 2015 Public Library of Science ;2015 Montrieux et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2015 Montrieux et al 2015 Montrieux et al ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0144008 ;PMID: 26641454

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2
Giving feedback in clinical settings
Giving feedback in clinical settings
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Giving feedback in clinical settings

BMJ, 2008-11, Vol.337 (nov10 2), p.a1961-a1961 [Peer Reviewed Journal]

BMJ Publishing Group Ltd 2008 ;Copyright BMJ Publishing Group LTD Nov 10, 2008 ;ISSN: 0959-8138 ;EISSN: 1468-5833 ;EISSN: 1756-1833 ;DOI: 10.1136/bmj.a1961 ;PMID: 19001006

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3
Medical students as peer tutors: a systematic review
Medical students as peer tutors: a systematic review
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Medical students as peer tutors: a systematic review

BMC medical education, 2014-06, Vol.14 (1), p.115-115, Article 115 [Peer Reviewed Journal]

COPYRIGHT 2014 BioMed Central Ltd. ;2014 Burgess et al.; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. ;Copyright © 2014 Burgess et al.; licensee BioMed Central Ltd. 2014 Burgess et al.; licensee BioMed Central Ltd. ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/1472-6920-14-115 ;PMID: 24912500

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4
Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity
Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity
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Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity

CBE life sciences education, 2013-09, Vol.12 (3), p.322-331 [Peer Reviewed Journal]

2013 K. D. Tanner. © 2013 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( ). 2013 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.13-06-0115 ;PMID: 24006379

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5
Promoting Student Metacognition
Promoting Student Metacognition
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Promoting Student Metacognition

CBE life sciences education, 2012, Vol.11 (2), p.113-120 [Peer Reviewed Journal]

2012 K. D. Tanner. © 2012 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( ). 2012 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.12-03-0033 ;PMID: 22665584

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6
The effectiveness of the problem-based learning teaching model for use in introductory Chinese undergraduate medical courses: a systematic review and meta-analysis
The effectiveness of the problem-based learning teaching model for use in introductory Chinese undergraduate medical courses: a systematic review and meta-analysis
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The effectiveness of the problem-based learning teaching model for use in introductory Chinese undergraduate medical courses: a systematic review and meta-analysis

PloS one, 2015-03, Vol.10 (3), p.e0120884-e0120884 [Peer Reviewed Journal]

COPYRIGHT 2015 Public Library of Science ;COPYRIGHT 2015 Public Library of Science ;2015 Zhang et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2015 Zhang et al 2015 Zhang et al ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0120884 ;PMID: 25822653

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7
Teaching critical thinking
Teaching critical thinking
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Teaching critical thinking

Proceedings of the National Academy of Sciences - PNAS, 2015-09, Vol.112 (36), p.11199-11204 [Peer Reviewed Journal]

Volumes 1–89 and 106–112, copyright as a collective work only; author(s) retains copyright to individual articles ;Copyright National Academy of Sciences Sep 8, 2015 ;ISSN: 0027-8424 ;EISSN: 1091-6490 ;DOI: 10.1073/pnas.1505329112 ;PMID: 26283351

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8
Teaching procedural skills
Teaching procedural skills
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Teaching procedural skills

BMJ, 2008-05, Vol.336 (7653), p.1129-1131 [Peer Reviewed Journal]

BMJ Publishing Group Ltd 2008 ;Copyright: 2008 (c) BMJ Publishing Group Ltd 2008 ;BMJ Publishing Group Ltd 2008 2008 BMJ Publishing Group Ltd ;ISSN: 0959-8138 ;EISSN: 1468-5833 ;EISSN: 1756-1833 ;DOI: 10.1136/bmj.39517.686956.47 ;PMID: 18483056

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9
Bloom's taxonomy of cognitive learning objectives
Bloom's taxonomy of cognitive learning objectives
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Bloom's taxonomy of cognitive learning objectives

Journal of the Medical Library Association, 2015-07, Vol.103 (3), p.152-153 [Peer Reviewed Journal]

COPYRIGHT 2015 Medical Library Association ;COPYRIGHT 2015 Medical Library Association ;Copyright Medical Library Association Jul 2015 ;Copyright: © 2015, Authors. 2015 ;ISSN: 1536-5050 ;EISSN: 1558-9439 ;DOI: 10.3163/1536-5050.103.3.010 ;PMID: 26213509

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10
"Best practice" skills lab training vs. a "see one, do one" approach in undergraduate medical education: an RCT on students' long-term ability to perform procedural clinical skills
"Best practice" skills lab training vs. a "see one, do one" approach in undergraduate medical education: an RCT on students' long-term ability to perform procedural clinical skills
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"Best practice" skills lab training vs. a "see one, do one" approach in undergraduate medical education: an RCT on students' long-term ability to perform procedural clinical skills

PloS one, 2013-09, Vol.8 (9), p.e76354-e76354 [Peer Reviewed Journal]

COPYRIGHT 2013 Public Library of Science ;2013 Werner et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License: https://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2013 Werner et al 2013 Werner et al ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0076354 ;PMID: 24086732

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11
Team-Based Learning in Pharmacy Education
Team-Based Learning in Pharmacy Education
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Team-Based Learning in Pharmacy Education

American journal of pharmaceutical education, 2013-05, Vol.77 (4), p.70-70, Article 70 [Peer Reviewed Journal]

2013 American Association of Colleges of Pharmacy ;COPYRIGHT 2013 American Association of Colleges of Pharmacy ;Copyright American Association of Colleges of Pharmacy 2013 ;2013 American Association of Colleges of Pharmacy 2013 ;ISSN: 0002-9459 ;EISSN: 1553-6467 ;DOI: 10.5688/ajpe77470 ;PMID: 23716738

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12
Simulation in surgical education
Simulation in surgical education
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Simulation in surgical education

Canadian Medical Association journal (CMAJ), 2010-08, Vol.182 (11), p.1191-1196 [Peer Reviewed Journal]

COPYRIGHT 2010 Joule Inc. ;COPYRIGHT 2010 CMA Joule Inc. ;Copyright Canadian Medical Association Aug 10, 2010 ;1995-2010, Canadian Medical Association ;ISSN: 0820-3946 ;EISSN: 1488-2329 ;DOI: 10.1503/cmaj.091743 ;PMID: 20351120 ;CODEN: CMAJAX

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13
Teaching Anatomy in the XXI Century: New Aspects and Pitfalls
Teaching Anatomy in the XXI Century: New Aspects and Pitfalls
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Teaching Anatomy in the XXI Century: New Aspects and Pitfalls

TheScientificWorld, 2013-01, Vol.2013, p.310348-5 [Peer Reviewed Journal]

Copyright © 2013 Veronica Papa and Mauro Vaccarezza. ;COPYRIGHT 2013 Hindawi Limited ;Copyright © 2013 Veronica Papa and Mauro Vaccarezza. This is an open access article distributed under the Creative Commons Attribution License (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. https://creativecommons.org/licenses/by/4.0 ;Copyright © 2013 V. Papa and M. Vaccarezza. 2013 ;ISSN: 1537-744X ;ISSN: 2356-6140 ;EISSN: 1537-744X ;DOI: 10.1155/2013/310348 ;PMID: 24367240

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14
Pharmacy Students’ Performance and Perceptions in a Flipped Teaching Pilot on Cardiac Arrhythmias
Pharmacy Students’ Performance and Perceptions in a Flipped Teaching Pilot on Cardiac Arrhythmias
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Pharmacy Students’ Performance and Perceptions in a Flipped Teaching Pilot on Cardiac Arrhythmias

American journal of pharmaceutical education, 2014-12, Vol.78 (10), p.185-185, Article 185 [Peer Reviewed Journal]

2014 American Association of Colleges of Pharmacy ;COPYRIGHT 2014 American Association of Colleges of Pharmacy ;Copyright American Association of Colleges of Pharmacy 2014 ;2014 American Association of Colleges of Pharmacy 2014 ;ISSN: 0002-9459 ;EISSN: 1553-6467 ;DOI: 10.5688/ajpe7810185 ;PMID: 25657372

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15
Selective Use of the Primary Literature Transforms the Classroom Into a Virtual Laboratory
Selective Use of the Primary Literature Transforms the Classroom Into a Virtual Laboratory
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Selective Use of the Primary Literature Transforms the Classroom Into a Virtual Laboratory

Genetics (Austin), 2007-07, Vol.176 (3), p.1381-1389 [Peer Reviewed Journal]

Copyright Genetics Society of America Jul 2007 ;Copyright © 2007 by the Genetics Society of America 2007 ;ISSN: 0016-6731 ;ISSN: 1943-2631 ;EISSN: 1943-2631 ;DOI: 10.1534/genetics.107.071183 ;PMID: 17483426 ;CODEN: GENTAE

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16
Gene prediction in novel fungal genomes using an ab initio algorithm with unsupervised training
Gene prediction in novel fungal genomes using an ab initio algorithm with unsupervised training
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Gene prediction in novel fungal genomes using an ab initio algorithm with unsupervised training

Genome Research, 2008-12, Vol.18 (12), p.1979-1990 [Peer Reviewed Journal]

Copyright © 2008, Cold Spring Harbor Laboratory Press 2008 ;ISSN: 1088-9051 ;EISSN: 1549-5469 ;EISSN: 1549-5477 ;DOI: 10.1101/gr.081612.108 ;PMID: 18757608

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17
Key communication skills and how to acquire them
Key communication skills and how to acquire them
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Key communication skills and how to acquire them

BMJ, 2002-09, Vol.325 (7366), p.697-700 [Peer Reviewed Journal]

2002 BMJ Publishing Group Ltd. ;Copyright 2002 BMJ ;Copyright: 2002 (c) 2002 BMJ Publishing Group Ltd. ;Copyright © 2002, BMJ 2002 ;ISSN: 0959-8138 ;EISSN: 1468-5833 ;EISSN: 1756-1833 ;DOI: 10.1136/bmj.325.7366.697 ;PMID: 12351365

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18
When learners become teachers: a review of peer teaching in medical student education
When learners become teachers: a review of peer teaching in medical student education
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When learners become teachers: a review of peer teaching in medical student education

Family medicine, 2014-11, Vol.46 (10), p.783-787

EISSN: 1938-3800 ;PMID: 25646829

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19
Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum
Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum
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Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum

PloS one, 2016-02, Vol.11 (2), p.e0148882-e0148882 [Peer Reviewed Journal]

COPYRIGHT 2016 Public Library of Science ;COPYRIGHT 2016 Public Library of Science ;2016 Milic et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2016 Milic et al 2016 Milic et al ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0148882 ;PMID: 26859832

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20
We must teach more effectively: here are four ways to get started
We must teach more effectively: here are four ways to get started
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We must teach more effectively: here are four ways to get started

Molecular biology of the cell, 2015-06, Vol.26 (12), p.2151-2155 [Peer Reviewed Journal]

2015 Dolan and Collins. This article is distributed by The American Society for Cell Biology under license from the author(s). Two months after publication it is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). ;2015 Dolan and Collins. This article is distributed by The American Society for Cell Biology under license from the author(s). Two months after publication it is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( ). 2015 ;ISSN: 1059-1524 ;EISSN: 1939-4586 ;DOI: 10.1091/mbc.E13-11-0675 ;PMID: 26067566

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