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In 2012, we conducted focus groups of residents and faculty to assess learning preferences, teaching perspectives within the noon conference, and perceived barriers to active teaching [ 12].
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These findings resemble ours when it comes to preferences for teaching structures.
Furthermore, they found that attending an evolution course does not decrease the preference for teaching creationism.
Interestingly, studies on the preference for teaching evolution name similar factors.
Over two thirds indicated a preference for teaching a "range of theories" regarding these issues in science.
When these views are coupled with the finding that over two thirds of pre-service science teachers surveyed indicated a preference for teaching a "range of theories" in science, there is cause for concern.
The Arizona government's preference for "teaching oppression objectively" certainly plays out in ironic ways.
Focus group discussions suggested a strong student preference for teaching using a BL approach, which integrates lectures, online learning and small group activities.
These include; previous work experience, academic learning and skills, educational experiences, coping styles, self-direction in learning, learning habits and preference for teaching methods, motivation and enjoyment in learning [ 17].
For example, we were unable to probe into how the process of making clinical decisions based on patient needs and preferences was taught.
Students' teaching preferences and satisfaction were assessed using questionnaires.
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