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Advances in Physiology Education|July 23, 2016
Students' motivation toward laboratory work in physiology teachingNiels Bonderup Dohn, Angela Fago, Johannes Overgaard, et al.Advances in Physiology Education|July 23, 2016
The prevalence of exercise prescription-related course offerings in United States pharmacy school curricula: Exercise is MedicineAmie J Dirks-Naylor, Carrie L Griffiths, Jacob L Gibson, et al.Advances in Physiology Education|July 23, 2016
The use of simulation as a novel experiential learning module in undergraduate science pathophysiology educationHui Chen, Michelle Kelly, Carolyn Hayes, et al.Advances in Physiology Education|July 23, 2016
First-year medical students' naïve beliefs about respiratory physiologyElmi Badenhorst, Silvia Mamede, Amaal Abrahams, et al.Advances in Physiology Education|July 23, 2016
Do targeted written comments and the rubric method of delivery affect performance on future human physiology laboratory reports?Zachary S Clayton, Gabriel P Wilds, Joshua E Mangum, et al.Advances in Physiology Education|June 3, 2020
Student response to a cooperative learning element within a large physiology class setting: lessons learnedM Faadiel Essop, Leandrie BeselaarAdvances in Physiology Education|May 23, 2003
Hypertension module: an interactive learning tool in physiologyC A Işman, M A Gülpinar, H Kurtel, et al.Advances in Physiology Education|May 20, 2006
A classic learning opportunity from Fenn, Rahn, and Otis (1946): the alveolar gas equationDouglas Curran-EverettAdvances in Physiology Education|May 20, 2006
Using a classic paper by Gottschalk and Mylle to teach the countercurrent model of urinary concentrationDavid L TauckAdvances in Physiology Education|May 20, 2006
Teaching from classic papers: Hill's model of muscle contractionJeffrey W HolmesPageof 169