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Medical Science Educator|August 30, 2021
Student Learning of Radiological Anatomy Through Team-Based Learning Modules: Early Successes and Qualitative AnalysisSarah Marie Williams, Xiomara Lizeth Pereira-Reyes, Melanie L KorndorfferMedical Science Educator|August 30, 2021
Integrating Technologies in an Online Nursing CourseShuhong LuoMedical Science Educator|August 30, 2021
Dissection Versus Prosection: a Comparison of Laboratory Practical ExaminationsMehak Aziz, Edward T Kernick, Gary L Beck Dallaghan, et al.Medical Science Educator|August 30, 2021
Optimizing the Use of an Online Self-assessment Exam to Promote Self-directed Learning Behaviors in Medical StudentsPritha Ghosh, Jeffrey Jacob, Ellen Goldman, et al.Medical Science Educator|August 30, 2021
Medical Improvisation Training for all Medical Students: 3-Year ExperienceDavid Fessell, Erin McKean, Heather Wagenschutz, et al.Medical Science Educator|August 30, 2021
Evaluation of a Novel Antibiotic Teaching ResourceAngharad P DaviesMedical Science Educator|August 30, 2021
Choosing Wisely in Pre-clinical Medical Education: a Direct Comparison of Active Learning Methods for Teaching Metabolic Liver DiseaseElizabeth Carson, Rebecca WilcoxMedical Science Educator|August 30, 2021
Knowledge, Perceptions, and Attitudes of Medical Residents Towards Nanomedicine: Defining the GapNajib Nassani, Youssef El-Douaihy, Yana Khotsyna, et al.Medical Science Educator|August 30, 2021
Daily Evaluation Cards Are Superior for Student Assessment Compared to Single Rater In-Training EvaluationsJames Johnston, Maury PinskMedical Science Educator|August 30, 2021
Taking CBL to the Lecture Hall: a Comparison of Outcomes Between Traditional Small Group CBL and a Novel Large Group Team-Based CBL Teaching MethodJoann M Gold, Ricardo A Collazo, Gagani Athauda, et al.Pageof 181