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Studies in Higher Education Volume 41, 2016 - Issue 3
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Articles

The struggle to understand: exploring medical students' experiences of learning and understanding during a basic science course

Maria WeurlanderDepartment of Learning, Informatics, Management and Ethics, Centre for Medical Education, Karolinska Institutet, Stockholm, Sweden;Department of Clinical Science, Intervention and Technology (CLINTEC), Division of Renal Medicine, Karolinska Institutet, Stockholm, SwedenCorrespondence[email protected]
,
Max SchejaDepartment of Education, Stockholm University, Stockholm, Sweden
,
Håkan HultDepartment of Clinical Science, Intervention and Technology (CLINTEC), Division of Renal Medicine, Karolinska Institutet, Stockholm, Sweden
&
Annika WernersonDepartment of Clinical Science, Intervention and Technology (CLINTEC), Division of Renal Medicine, Karolinska Institutet, Stockholm, Sweden
Pages 462-477 | Published online: 30 Jun 2014

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Sue Ashley, Harmen Schaap & Elly de Bruijn. (2023) Illustrating conceptual understanding in international business undergraduate writing. Research Papers in Education 38:4, pages 499-519.
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Sue Ashley, Harmen Schaap & Elly de Bruijn. (2021) Identifying Changes in International Business Undergraduates’ Conceptual Understanding. Scandinavian Journal of Educational Research 65:7, pages 1295-1308.
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Delyse Leadbeatter. (2021) What is integration of learning?. Teaching in Higher Education 26:1, pages 1-19.
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Knowledge Rajohane Matshedisho. (2020) Straddling rows and columns: Students’ (mis)conceptions of an assessment rubric. Assessment & Evaluation in Higher Education 45:2, pages 169-179.
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Alison M. Hill & Nicholas J. Harmer. (2023) A Murder Mystery Gamification Session to Consolidate Analytical Biochemical Techniques Learning. Journal of Chemical Education 100:11, pages 4514-4524.
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Asmaâ Sadki, Mariane Frenay, Gaëtane Leloup, Séverine Mateu-Ramis, Dominique Vanpee & Jean-François Denef. (2023) Intérêt de la cartographie conceptuelle en formation initiale de médecine dentaire. Pédagogie Médicale.
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Tanapat Itsarangkul & Suntonrapot Damrongpanit*. (2022) A Meta-Analysis of Instructional Management Models Affecting Creative Thinking Development. European Journal of Educational Research 11:4, pages 2069-2085.
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Elmi Badenhorst, Silvia Mamede, Amaal Abrahams, Kishor Bugarith, Francois Cilliers, Chivaugn Gordon, Geney Gunston, Virginia Zweigenthal & Henk G. Schmidt. (2021) What happens to misunderstandings of biomedical concepts across a medical curriculum?. Advances in Physiology Education 45:3, pages 526-537.
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AyeAye Khine, AnthonioOladele Adefuye & Jamiu Busari. (2019) Utility of concept mapping as a tool to enhance metacognitive teaching and learning of complex concepts in undergraduate medical education. Archives of Medicine and Health Sciences 7:2, pages 267.
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Mikael Cronhjort, Lars Filipsson & Maria Weurlander. (2018) Improved engagement and learning in flipped-classroom calculus. Teaching Mathematics and its Applications: An International Journal of the IMA 37:3, pages 113-121.
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Ian M. KinchinIan M. Kinchin. 2016. Visualising Powerful Knowledge to Develop the Expert Student. Visualising Powerful Knowledge to Develop the Expert Student 35 51 .

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