Exact(2)
Subsequently there have been several attempts to study other formats for teaching residents, including small groups, practice-based learning and team-based learning [ 15- 17].
We compared learning cycle and expository formats for teaching about plant biodiversity in an inquiry-oriented university biology lab class (n = 465).
Similar(58)
He and the Next Wave team use a very successful format for teaching interviewing skills, originally developed by Lisa Kozlowski, who is now at Thomas Jefferson University.
Compared with an unguided format for teaching biliary disease, we observed greater student satisfaction as well as a more efficient utilization of student as well as faculty time with the guided instruction.
Implementing a structured, active format for teaching residents in the noon conference setting showed a beneficial impact on resident engagement and initial knowledge gained, with a trend toward improved knowledge retention.
The overall finding in this study—students in the hybrid section were less successful than those in the traditional section is similar to findings in two other randomized experimental studies that showed a small negative effect of using a hybrid approach compared with a traditional lecture format for teaching microeconomics (Figlio et al., 2013; Joyce et al., 2014).
This format is not necessarily optimal for teaching a new competency, as opposed to simply transferring knowledge.
The ACTIVE teaching format shows promise as a method for teaching residents within the noon conference, as it allows for increased engagement without major structural changes to the residency and preserves other resident-perceived benefits of noon conference.
Our data thus indicate that the LBL strategy is most effective for teaching core biological concepts that are challenging for students to learn in a traditional lecture format.
— with steps for teaching Scratch Jr.
So much for teaching.
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