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Articles from other publishers (13)
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Arash Shojaei, Amin Feili, Javad Kojuri, Ali Norafshan & Leila Bazrafkan. (2022) The blacksmith approach: a strategy for teaching and learning in the medical anatomy course (a qualitative study). BMC Medical Education 22:1.
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Monday U. Okojie, Mert Bastas & Fatma Miralay. (2022) Using Curriculum Mapping as a Tool to Match Student Learning Outcomes and Social Studies Curricula. Frontiers in Psychology 13.
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Baris Sezer. (2020) Implementing an information literacy course: Impact on undergraduate medical students' abilities and attitudes. The Journal of Academic Librarianship 46:6, pages 102248.
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Marlien W Aalbers, Juliette Hommes, Jan-Joost Rethans, Tjaart Imbos, Arno MM Muijtjens & Maarten G M Verwijnen. (2013) Why should I prepare? a mixed method study exploring the motives of medical undergraduate students to prepare for clinical skills training sessions. BMC Medical Education 13:1.
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Riffat Shafi, K. H. M. Quadri, Waseem Ahmed, Syed Nayer Mahmud & Mobeen Iqbal. (2010) Experience with a theme-based integrated renal module for a second-year MBBS class. Advances in Physiology Education 34:1, pages 15-19.
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Hasan Ozkan, Berna Degirmenci, Berna Musal, Oya Itil, Elif Akalin, Oguz Kilinc, Sebnem Ozkan & Emin Alici. (2006) Task-based learning programme for clinical years of medical education. Education for Health: Change in Learning & Practice 19:1, pages 32-42.
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S B Issenberg, S Pringle, R M Harden, S Khogali & M S Gordon. (2003) Adoption and integration of simulation-based learning technologies into the curriculum of a UK Undergraduate Education Programme. Medical Education 37, pages 42-49.
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C.R.M.G. Fluit, D. Phelan, K. Brown & G. Ramsay. (2016) PACT: An ESICM Multidisciplinary Distance Learning Programme for Intensive Care Training. Journal of the Intensive Care Society 4:3, pages 71-73.
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Harden, Crosby, Davis, Howie & Struthers. (2000) Task-based learning: the answer to integration and problem-based learning in the clinical years. Medical Education 34:5, pages 391-397.
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