Current ultrasound teaching almost always incorporates lectures and hands-on training.
The imaging anatomy teaching incorporates didactic lectures in a large lecture theatre setting and small group interactive sessions in a modern anatomy laboratory.
Within a week of the experiment, the results are incorporated into lecture, the data being quickly processed by a team of undergraduate students recruited from previous classes and working for independent study credits ("the research team," described in more detail below).
The "Learning Resources" category organizes materials by the type of resource, providing faculty access to animations, simulations, and videos to incorporate into their lectures or new laboratory experiments to try.
Ultrasound images have been incorporated into the course lectures in subjects such as cardiovascular, pediatric, gastrointestinal, hepatic, and genitourinary pathology.
The micro-flipped classroom is a relatively new pedagogical model that allows the professor to be able to continue to lecture, while incorporating a variety of interactive models inside of the classroom environment.
In 1958 Nathaniel Branden established Nathaniel Branden Lectures, later incorporated as the Nathaniel Branden Institute (NBI), to promote Rand's philosophy.
Questions were incorporated into eight pharmacology lectures, comprising a mix of basic and clinical pharmacology, using TurningPoint software.
At most universities in China, histology courses are traditionally lecture-based, incorporating the use of textbooks, glass slides and conventional microscopy.
The most common strategies were to incorporate research evidence in lectures delivered in the various courses (78.6%) together with modification of course syllabi toward including EBP content (64.3%) and provision of hypothetical clinical cases that students could use in discussing EBP (64.3%).
