References: An active learning curriculum improves fellows’ knowledge and faculty teaching skills: a medical student perspective

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References

InraJAPelletierSKumarNLBarnesELShieldsHMAn active learning curriculum improves fellows’ knowledge and faculty teaching skillsAdv Med Educ Pract2017835936428603435
PubMed Web of Science ®Google Scholar
AlimogluMKYardimSUysalHThe effectiveness of TBL with real patients in neurology education in terms of knowledge retention, in-class engagement, and learner reactionsAdv Physiol Educ2017411384328143821
PubMed Web of Science ®Google Scholar
PreetiBAshishAShriramGProblem based learning (PBL) – an effective approach to improve learning outcomes in medical teachingJ Clin Diagn Res20137122896289724551668
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References

InraJAPelletierSKumarNLBarnesELShieldsHMAn active learning curriculum improves fellows’ knowledge and faculty teaching skillsAdv Med Educ Pract2017835936428603435
PubMed Web of Science ®Google Scholar
BradburyNAAttention span during lectures: 8 seconds, 10 minutes, or more?Adv Physiol Educ201640450951328145268
PubMed Web of Science ®Google Scholar
HartleyJDaviesIKNote taking: a critical reviewProgram Learn Educ Tech197815207224
Web of Science ®Google Scholar