Results 221 to 230 of about 234,012 (292)

A gamified resource for learning anatomy terminology aids retention

Anatomical Sciences Education, EarlyView.
Abstract A card game, “Hold your Nerve,” was developed to aid memorization of anatomy terminology in small‐group learning formats. Each of the 719 cards consisted of an anatomical term and its definition. To play, a student blindly holds a card so as to block the definition but display the term to the group, who must provide verbal/physical clues to ...
Eva M. Sweeney, Rose Beavis, Amie Lowry, Alexandra McCulla   +3 more
wiley   +1 more source

<i>Erratum</i> to: Ultra-deep mutational landscape in chronic lymphocytic leukemia uncovers dynamics of resistance to targeted therapies. [PDF]

Haematologica
Woolston DW, Lee ND, Shadman M, Latorre-Esteves E, Tee XR, Fredrickson J, Kohrn BF, Ujjani C, Eckel A, Till B, Fang M, Radich J, Bozic I, Risques RA, Yeung CCS.   +14 more
europepmc   +1 more source

Medical Jargon: A game‐based anatomy and physiology review for high school students in a summer pathway program

Anatomical Sciences Education, EarlyView.
Abstract Active learning strategies, particularly game‐based learning (GBL), have been shown to enhance student engagement and knowledge acquisition across various educational contexts. This study investigates the impact of a GBL activity, “Medical Jargon,” for high school students learning anatomy and physiology while participating in the 2024 Summer ...
Andrew Bloh, Juan Riesta, Adedayo Adepoju, Maria Soto‐Greene, Jeremy J. Grachan   +4 more
wiley   +1 more source

L’IA médicale, la mésinformation et l’importance d’un dialogue ouvert avec la patientèle. [PDF]

CMAJ
Shao N.
europepmc   +1 more source

Community building through play: Development and design of a board game for review in an undergraduate anatomy course

Anatomical Sciences Education, EarlyView.
Abstract Engaging students and fostering interactions can be a challenge in large enrollment, foundational‐level, undergraduate anatomy classes. Despite the active learning environment of the anatomy laboratory, students often struggle to find study partners or even speak to fellow learners in a large classroom.
Kristin Stover, Vanessa Kruk, Jenna Kuczek   +2 more
wiley   +1 more source

Rougeole et grossesse. [PDF]

CMAJ
Science M, Hutson J, Barton M.
europepmc   +1 more source

Game‐based learning for undergraduate consolidation: A qualitative study of how game‐based learning provides much more than knowledge acquisition

Anatomical Sciences Education, EarlyView.
Abstract Game‐based learning (GBL) is increasingly used in medical education to supplement traditional didactic learning methods. Adult learners in particular may benefit from GBL, given the autonomous and iterative nature of a well‐designed educational game.
Thomas J. Paddock, Erin P. Fillmore
wiley   +1 more source

Babesia nucleic acid prevalence among blood donors in southern Québec. [PDF]

Transfusion
Renaud C, Fedorova M, Simard NC, Côté JF, Linnen JM, Baron G, Milord F, Thivierge K, Irace-Cima A, Groves JA, Townsend RL, Saa P, Tonnetti L, Stramer SL, Germain M, Lewin A.   +15 more
europepmc   +1 more source

Beyond Kahoot! Reflections and guidelines from a serial gamifying educator on when and how to effectively use games and game elements in anatomical education

Anatomical Sciences Education, EarlyView.
Abstract According to Nietzsche, “In every real [adult], a child is hidden that wants to play.” In everyday life, playfulness and competition can make routine or dull tasks more engaging and can offer educators opportunities to engage a learner in a more entertaining or interactive manner.
Judi Laprade
wiley   +1 more source