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As previously noted, a growing body of research is exploring which individual, cultural, and organizational factors appear to be most influential in supporting or inhibiting faculty adoption of interactive teaching modalities.
Likewise, there was a general call for employing newer more contextual and interactive teaching modalities to drive learning.
Not surprisingly, studies comparing ARS to other interactive teaching modalities showed less impact on knowledge outcomes than those comparing ARS to non-interactive teaching [ 6].
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Although curriculum design does not seem to influence the attitude towards life-long learning [ 2] an interactive teaching modality provides the student with the necessary skills to independently train to solve clinical problems and thereby meet requirements of the future [ 3].
In the educational jargon, this is "whole-class interactive teaching".
Interactive teaching formats were used less frequently than passive formats.
This paper presents four innovative teaching modalities conceptually designed and adherent to National Survey of Student Engagement NSSEE) indicators.
The interactive teaching and learning of this study could supplement the any existing deficiencies in traditional teaching.
Radiology teaching should be represented in all undergraduate years, preferably delivered via interactive teaching sessions.
Instead staff were trained in more interactive teaching methods and computers were brought in.
Concerning this, an interactive teaching concept was elaborated, which comprises the controllability resp.
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