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Renal Failure Volume 34, 2012 - Issue 8
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Brief Report

Case-Based Debates: An Innovative Teaching Tool in Nephrology Education

Kenar D. JhaveriDivision of Kidney Diseases and Hypertension, Department of Medicine, North Shore University Hospital and Long Island Jewish Medical Center, Hofstra North Shore-LIJ School of Medicine, Great Neck, NY, USACorrespondence[email protected]
,
Arun ChawlaDivision of Kidney Diseases and Hypertension, Department of Medicine, North Shore University Hospital and Long Island Jewish Medical Center, Hofstra North Shore-LIJ School of Medicine, Great Neck, NY, USA
&
Hitesh H. ShahDivision of Kidney Diseases and Hypertension, Department of Medicine, North Shore University Hospital and Long Island Jewish Medical Center, Hofstra North Shore-LIJ School of Medicine, Great Neck, NY, USA
Pages 1043-1045 | Received 01 Mar 2012, Accepted 20 May 2012, Published online: 29 Jun 2012

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Hitesh H. Shah, Joseph Mattana & Kenar D. Jhaveri. (2013) Evidence-based nephrology-rheumatology debates: a novel educational experience during nephrology fellowship training. Renal Failure 35:6, pages 911-913.
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Articles from other publishers (21)

Ryuichi Ohta & Chiaki Sano. (2023) Case Report-Driven Medical Education in Rural Family Medicine Education: A Thematic Analysis. Healthcare 11:16, pages 2270.
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Yasemin ALTINBAŞ & Emine DERYA İSTER. (2023) Learning Experiences of Nursing Students with Case-Based Learning Technique: A Qualitative StuHemşirelik Öğrencilerinin Vakaya Dayalı Öğrenmeye İlişkin Deneyimleri: Nitel Bir Çalışma. Kahramanmaraş Sütçü İmam Üniversitesi Tıp Fakültesi Dergisi 18:2, pages 45-52.
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Ramy Samaha, Clarisse Kattan, Elie Rassy & Joseph Kattan. (2021) Learning by Debate: Innovative Tool in the Hematology-Oncology Fellowship Program. Journal of Cancer Education 37:6, pages 1641-1644.
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Samir Kumar Praharaj, Rajeshkrisna P. Bhandary, Sahithi Veeramreddy & Swarna Buddha Nayok. (2021) Igniting minds: Debates enhance engagement in small group teaching for postgraduates. The National Medical Journal of India 34, pages 188-189.
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Gabriel de Arriba, Alberto Ortiz Arduán, José Carlos Rodríguez Pérez, Alberto Tejedor Jorge, Rafael Santamaría Olmo & Mariano Rodríguez Portillo. (2021) Teaching nephrology as part of a degree in medicine. Nefrología (English Edition) 41:3, pages 284-303.
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Gabriel de Arriba, Alberto Ortiz Arduán, José Carlos Rodríguez Pérez, Alberto Tejedor Jorge, Rafael Santamaría Olmo & Mariano Rodríguez Portillo. (2021) La docencia de la nefrología en el grado de medicina. Nefrología 41:3, pages 284-303.
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Shijia Li, Haiyan Gong, Jingyu Pan & Xue Wu. (2021) Relationship Between Undergraduate Nursing Students' Self-directed Learning and Training Demands for Nursing Information Systems. CIN: Computers, Informatics, Nursing 39:12, pages 908-915.
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Hitesh H. Shah & Kenar D. Jhaveri. 2021. How-to Guide for Active Learning. How-to Guide for Active Learning 29 38 .
Claude Renaud, Shahla Siddiqui, Wang Jiexun & Daniëlle Verstegen. (2019) Faculty Use of Active Learning in Postgraduate Nephrology Education: A Mixed-Methods Study. Kidney Medicine 1:3, pages 115-123.
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Siôn Edryd Williams. (2018) Nephrophobia: teaching renal medicine to the undergraduate student. Journal of Nephrology 31:6, pages 793-794.
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Rabia Latif, Sadaf Mumtaz, Rafia Mumtaz & Aamir Hussain. (2018) A comparison of debate and role play in enhancing critical thinking and communication skills of medical students during problem based learning. Biochemistry and Molecular Biology Education 46:4, pages 336-342.
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Sadaf Mumtaz & Rabia Latif. (2017) Learning through debate during problem-based learning: an active learning strategy. Advances in Physiology Education 41:3, pages 390-394.
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Shamyr Sulyvan Castro, Michael Rowe, Luana Foroni Andrade & Eliana Goldfarb Cyrino. (2017) Developing competencies among health professions students related to the care of people with disabilities: a pilot study. Interface - Comunicação, Saúde, Educação 22:65, pages 551-563.
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Eric Lis & Maria Tuineag. (2017) Development and Dark Wizards: Teaching Psychopathology with Lord Voldemort. Academic Psychiatry 41:2, pages 285-288.
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Majka Woods & Mark E. Rosenberg. (2016) Educational Tools. Clinical Journal of the American Society of Nephrology 11:3, pages 518-526.
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Kenar D. Jhaveri & Mark A. Perazella. (2016) Nephrologists as Educators. Clinical Journal of the American Society of Nephrology 11:1, pages 176-189.
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Eric Lis. (2014) His Majesty’s Psychosis: the Case of Emperor Joshua Norton. Academic Psychiatry 39:2, pages 181-185.
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D. Arroyo, P. Dominguez, N. Panizo, B. Quiroga, M. Calvo, L. Alvarez, N. Macias, D. Menendez, L. Blazquez, I. Galan & J. Reque. (2013) A Spanish multicentric study to evaluate the clinical activity of nephrology fellows during in-hospital on-call shifts. Clinical Kidney Journal 6:5, pages 556-560.
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Kenar D. Jhaveri, Matthew A. Sparks & Hitesh H. Shah. (2013) Novel Educational Approaches to Enhance Learning and Interest in Nephrology. Advances in Chronic Kidney Disease 20:4, pages 336-346.
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Kenar D. Jhaveri, Matthew A. Sparks, Hitesh H. Shah, Seyyar Khan, Arun Chawla, Tejas Desai, Edward Iglesia, Maria Ferris, Mark G. Parker & Donald E. Kohan. (2013) Why Not Nephrology? A Survey of US Internal Medicine Subspecialty Fellows. American Journal of Kidney Diseases 61:4, pages 540-546.
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Hitesh H. Shah, Kenar D. Jhaveri, Matthew A. Sparks & Joseph Mattana. (2012) Career Choice Selection and Satisfaction among US Adult Nephrology Fellows. Clinical Journal of the American Society of Nephrology 7:9, pages 1513-1520.
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