In turn, these events stimulated students and young researchers to write scientific papers by analyzing such observations (http://cawses-ii-wg3.blogspot.com/2011/07/chain-peru-japan-fmt-workshop-hida.html).html
Research from Ni et al. (2015) revealed that the eSchoolbag stimulated students' interests in mathematics learning, as well as enhanced their ability of cooperation, resulting in a significant improvement of learning outcomes.
The attempt to create examples of small mammal biodiversity and to explain their criteria stimulated students to identify similarities or differences and to explain them in terms of adaptation and relationship to different environmental needs.
Facilitators reported that they had stimulated students to contribute with individual experiences, thoughts and competence.
The session stimulated students' interest in recognising abnormalities, working with simulated patients, revision and clinical skills/practice.
Supervisors who showed a flexible attitude towards students and their knowledge stimulated students to use a focused study strategy and a deeper approach to learning.
The specific illnesses and complaints in primary health care stimulated students to develop a 'new way of thinking and acting', which they found both inspiring and instructive.
Simulated/real patients stimulated students to practise of physical examination skills, initially causing confusion and anxiety about skill performance but leading to increased feelings of competence.
Writing the Significant Event Analyses stimulated students to think more about the patients they wrote up but did not stimulate them to look things up or raise their awareness of their own knowledge.
Just the presence of a scholarship scheme can stimulate student achievement.
