Cargando…

Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

OBJECTIVES: The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. METHODS: A qualitative st...

Descripción completa

Detalles Bibliográficos
Autores principales:	Lochner, Lukas, Wieser, Heike, Waldboth, Simone, Mischo-Kelling, Maria
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	IJME 2016
Materias:	Original Research
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4764246/ https://www.ncbi.nlm.nih.gov/pubmed/26897012 http://dx.doi.org/10.5116/ijme.56b5.0369

Ejemplares similares

Evaluating Measurement Properties of the Adapted Interprofessional Collaboration Scale through Rasch Analysis
por: Wieser, Heike, et al.
Publicado: (2022)

Interprofessional team-based learning in basic sciences: students' attitude and perception of communication and teamwork
por: Lochner, Lukas, et al.
Publicado: (2020)

A multicenter study: how do medical students perceive clinical learning climate?
por: Yilmaz, Nilufer Demiral, et al.
Publicado: (2016)

How do medical students learn conceptual knowledge? High-, moderate- and low-utility learning techniques and perceived learning difficulties
por: Franz, Anne, et al.
Publicado: (2022)

Do learning styles influence learning outcomes in anatomy in first-year medical students?
por: Padmalatha, K, et al.
Publicado: (2022)

Team-based learning versus Traditional lecture-based learning: An investigation of students’ perceptions and academic achievements
por: Nawabi, Shazia, et al.
Publicado: (2021)

Transforming Learning Anatomy: Basics of Ultrasound Lecture and Abdominal Ultrasound Anatomy Hands-on Session
por: Blackstock, Uche, et al.
Publicado: (2016)

Digital lectures for learning gross anatomy: a study of their efficacy
por: Singh, Anudeep, et al.
Publicado: (2017)

How do students perceive face-to-face/blended learning as a result of the Covid-19 pandemic?
por: Mali, Dafydd, et al.
Publicado: (2021)

Memory for Lectures: How Lecture Format Impacts the Learning Experience
por: Varao-Sousa, Trish L., et al.
Publicado: (2015)

Implementation of Blended Learning Approach for Improving Anatomy Lectures of Phase I MBBS Students – Learner Satisfaction Survey
por: Sarkar, Suchismita, et al.
Publicado: (2021)

Do lectures truly kindle learning process?
por: Sheriff, Dhastagir Sultan
Publicado: (2010)

Students’ perception and learning on case based teaching in anatomy and physiology: An e-learning approach
por: VEDI, NEERAJ, et al.
Publicado: (2021)

How Do Clinical Supervisors and Managers in Swedish Primary Care Perceive Their Opportunities to Meet the Learning Needs of Medical Students?
por: Milos Nymberg, Veronica, et al.
Publicado: (2022)

How Do Nursing Students Use Digital Tools during Lectures?
por: Sebri, Isabelle, et al.
Publicado: (2016)

Comparison of the Conceptual Map and Traditional Lecture Methods on Students’ Learning Based on the VARK Learning Style Model: A Randomized Controlled Trial
por: Amaniyan, Sara, et al.
Publicado: (2020)

Lecture capture affects student learning behaviour
por: Voelkel, Susanne, et al.
Publicado: (2023)

Let your machine do the learning - Lecture 1
por: Campora Perez, Daniel Hugo
Publicado: (2017)

Let your machine do the learning - Lecture 2
por: Campora Perez, Daniel Hugo
Publicado: (2017)

Virtual Anatomy: expanding veterinary student learning
por: DeBose, Kyrille
Publicado: (2020)

Effectiveness of shifting traditional lecture to interactive lecture to teach nursing students
por: Afrasiabifar, Ardashir, et al.
Publicado: (2019)

Medical students’ preference of problem-based learning or traditional lectures in King Abdulaziz University, Jeddah, Saudi Arabia
por: Ibrahim, Nahla Khamis, et al.
Publicado: (2014)

Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces
por: Stoltzfus, Jon R., et al.
Publicado: (2016)

How clinical medical students perceive others to influence their self‐regulated learning
por: Berkhout, Joris J, et al.
Publicado: (2016)

Objective Structured Clinical Examination? How students perceive their learning after OSCE
por: Yusuf, Lamia
Publicado: (2021)

Hunter's Lectures of Anatomy
por: Forbes, Thomas R.
Publicado: (1973)

Lectures on Surgical Anatomy
Publicado: (1878)

An Introductory Lecture on Anatomy
por: Howard, E. Lloyd
Publicado: (1870)

Lectures on Surgical Anatomy
Publicado: (1878)

Yoga as an adjunct activity for medical students learning anatomy
por: Lee, Eugene C., et al.
Publicado: (2022)

Clinical students’ reflections on the preclinical anatomy learning experience
por: Syed Abd Halim, Syarifah A., et al.
Publicado: (2022)

A Multicentre Analysis of Approaches to Learning and Student Experiences of Learning Anatomy Online
por: Stone, Danya, et al.
Publicado: (2022)

Preparing to prescribe: How do clerkship students learn in the midst of complexity?
por: McLellan, Lucy, et al.
Publicado: (2015)

Interprofessional team-based learning (TBL): how do students engage?
por: Burgess, Annette, et al.
Publicado: (2020)

How do medical students learn in an online community diagnostics program?
por: Haruta, Junji, et al.
Publicado: (2023)

Comparison of the problem based learning-driven with the traditional didactic-lecture-based curricula
por: Zahid, Muhammad A., et al.
Publicado: (2016)

Benefits of a bilingual web-based anatomy atlas for nursing students in learning anatomy
por: Liao, Meng-Lin, et al.
Publicado: (2022)

How do we learn?
por: Ausman, James, et al.
Publicado: (2021)

Medical student's perception to different types of set induction in anatomy lectures
por: Narayanan, Suresh, et al.
Publicado: (2019)

Participation of medical students in patient care: How do patients perceive it?
por: Iqbal, Muhammad Zafar, et al.
Publicado: (2020)

Cannot write session to /tmp/vufind_sessions/sess_jv536k8r797at95l234o8vgna3