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Maria L. Sheakley, Timothy J. Bauler, Dale D. Vandre, Alyssa Woodwyk & Bonny L. Dickinson. (2019) Effectiveness of instructor-guided independent learning in comparison to traditional didactic lecture in the preclinical medical curriculum: A retrospective cohort study. Medical Teacher 41:7, pages 795-801.
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Alexander Kwarteng, Yarhands Dissou-Arthur, Augustina Sylverken, Michael Frimpong, Samuel Ahuno Terkper & Ellis Owusu-Dabo. (2018) Key drivers of graduate students’ interest in the subject of immunology in a tertiary institution of Ghana. Cogent Education 5:1.
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Nora Celebi, Robert Wagner, Peter Weyrich, Daniel Heine, Yelena Fenik, Friederike Holderried, Anne Werner, Stephan Zipfel & Reimer Riessen. (2012) Clerkships do not improve recognition of patient hazards by advanced medical students during chart review. Medical Teacher 34:12, pages 1087-1087.
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Anis Fuad, Chien-Yeh Hsu & Aprisa Chrysantina. (2012) E-learning = inequity in learning?. Medical Teacher 34:12, pages 1087-1088.
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Articles from other publishers (19)
Chanemougavally J. Shruthy K. M.Selvaraj Sudhakar & M. Sasirekha. (2023) The Effect of E-Learning and Traditional Teaching Done Hand-in-Hand for First-Year M.B.B.S. Students. International Journal of Reliable and Quality E-Healthcare 12:1, pages 1-10.
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Deborah Oluwadele, Yashik Singh & Timothy T. Adeliyi. (2023) E-Learning Performance Evaluation in Medical Education—A Bibliometric and Visualization Analysis. Healthcare 11:2, pages 232.
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Laili Rahayuwati, Iqbal Pramukti & Raini Diah Susanti. (2021) The Effectiveness of Tele-education for Health Field University Students as a Learning Method during a COVID-19 Pandemic: A Systematic Review. Open Access Macedonian Journal of Medical Sciences 9:T6, pages 159-163.
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Albert K.M. Chan, Michael G. Botelho & Otto L.T. Lam. (2021) An exploration of student access to a learning management system—challenges and recommendations for educators and researchers. European Journal of Dental Education 25:4, pages 846-855.
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Sol J. de La Barrera-Cantoni, Melanni L. Lizarbe-Lezama, Jhoel E. Rodriguez-Macedo, Tammy S. Carrillo-Levin, Maria F. Jaramillo-Ocharan & Carlos J. Toro-Huamanchumo. (2021) Use of a 3D virtual app and academic performance in the study of the anatomy of the musculoskeletal system among Peruvian medical students. Heliyon 7:6, pages e07149.
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G.V. Souza, A.C.V. Hespanha, B.F. Paz, M.A.R. Sá, R.K. Carneiro, S.A.M. Guaita, T.V. Magalhães, B.W. Minto & L.G.G.G. Dias. (2021) Impact of the internet on veterinary surgery. Veterinary and Animal Science 11, pages 100161.
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Krishna Regmi & Linda Jones. (2020) A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education. BMC Medical Education 20:1.
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Niall T. Stevens, Killian Holmes, Rachel J. Grainger, Roisín Connolly, Anna-Rose Prior, Fidelma Fitzpatrick, Eoghan O’Neill, Fiona Boland, Teresa Pawlikowska & Hilary Humphreys. (2019) Can e-learning improve the performance of undergraduate medical students in Clinical Microbiology examinations?. BMC Medical Education 19:1.
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D. H. J. Thijssen, M. T. E. Hopman, M. T. van Wijngaarden, J. G. J. Hoenderop, R. J. M. Bindels & T. M. H. Eijsvogels. (2019) The impact of feedback during formative testing on study behaviour and performance of (bio)medical students: a randomised controlled study. BMC Medical Education 19:1.
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Shoufeng Ma, Shixin Zhang, Geng Li & Yi Wu. (2019) Exploring information security education on social media use. Aslib Journal of Information Management 71:5, pages 618-636.
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Albert KM Chan, Michael G Botelho & Otto LT Lam. (2019) Use of Learning Analytics Data in Health Care–Related Educational Disciplines: Systematic Review. Journal of Medical Internet Research 21:2, pages e11241.
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Antoine Marchalot, Bertrand Dureuil, Benoit Veber, Jean-Luc Fellahi, Jean-Luc Hanouz, Hervé Dupont, Emmanuel Lorne, Jean-Louis Gerard & Vincent Compère. (2018) Effectiveness of a blended learning course and flipped classroom in first year anaesthesia training. Anaesthesia Critical Care & Pain Medicine 37:5, pages 411-415.
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Carmem L. E. Souza, Luciana B. Mattos, Airton T. Stein, Pedro Rosário & Cleidilene R. Magalhães. (2018) Face-to-Face and Distance Education Modalities in the Training of Healthcare Professionals: A Quasi-Experimental Study. Frontiers in Psychology 9.
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Ursula Eckler, Andrea Greisberger, Franziska Höhne & Peter Putz. (2017) Blended learning versus traditional teaching-learning-setting: Evaluation of cognitive and affective learning outcomes for the inter-professional field of occupational medicine and prevention / Blended Learning versus traditionelles Lehr-Lernsetting: Evaluierung von kognitiven und affektiven Lernergebnissen für das interprofessionelle Arbeitsfeld Arbeitsmedizin und Prävention. International Journal of Health Professions 4:2, pages 109-121.
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Tiago Taveira-Gomes, Patrícia Ferreira, Isabel Taveira-Gomes, Milton Severo & Maria Amélia Ferreira. (2016) What Are We Looking for in Computer-Based Learning Interventions in Medical Education? A Systematic Review. Journal of Medical Internet Research 18:8, pages e204.
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Anke L Lameris, Joost GJ Hoenderop, René JM Bindels & Thijs MH Eijsvogels. (2015) The impact of formative testing on study behaviour and study performance of (bio)medical students: a smartphone application intervention study. BMC Medical Education 15:1.
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Marcus Granmo & Fredrik Bengtsson. (2015) Teaching Anatomy in the Multimedia World—Using Digital Tools for Progressive Learning over Time. Creative Education 06:11, pages 1193-1200.
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Heeyoung Han, Erica Nelson & Nathan Wetter. (2014) Medical students’ online learning technology needs. The Clinical Teacher 11:1, pages 15-19.
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David McCarthy, Ciaran O’Gorman & Gerry J. Gormley. (2013) Developing virtual patients for medical microbiology education. Trends in Microbiology 21:12, pages 613-615.
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