| 1 |
A functional dissociation of the left frontal regions that contribute to single word production tasks
|
|
|
|
In: Neuroimage (2021)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Lesions that do or do not impair digit span: a study of 816 stroke survivors
|
|
|
|
In: Brain Commun (2021)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Damage to Broca’s area does not contribute to long-term speech production outcome after stroke
|
|
|
|
In: Brain (2021)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Brain regions that support accurate speech production after damage to Broca’s area
|
|
|
|
In: Brain Commun (2021)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Right cerebral motor areas that support accurate speech production following damage to cerebellar speech areas
|
|
|
|
In: Neuroimage Clin (2021)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Research on bilingualism as discovery science
|
|
|
|
In: Brain Lang (2021)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
A Data-Based Approach for Selecting Pre- and Intra-Operative Language Mapping Tasks
|
|
|
|
In: Front Neurosci (2021)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Neuromodulatory Control and Language Recovery in Bilingual Aphasia: An Active Inference Approach
|
|
|
|
In: Behav Sci (Basel) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
The Flipped Classroom: An Innovative Approach to Medical Education in Ophthalmology
|
|
|
|
In: J Acad Ophthalmol (2020)
|
|
Abstract:
OBJECTIVE: The aim of the study is to report the creation of a flipped ophthalmology course and preclinical medical student perceptions and knowledge gains before and after a flipped ophthalmology course. DESIGN: The form of the study discussed is an observational study. SUBJECTS: The subjects involved in the study are second-year (U.S.) United States medical students at the University of Miami, Miller School of Medicine (n = 401). METHODS: Second-year medical students participated in a 1-week “flipped classroom” ophthalmology course geared toward primary care providers at the University of Miami, Miller School of Medicine. Eleven hours of traditional classroom lectures were condensed into 4.5 hours of short videos with self-assessment quizzes, small group discussions, and a large group case-based discussion. Fifty-seven short videos (<9 minutes) focused on major ophthalmology topics and common conditions were viewed by the students at their leisure. Students completed a pre- and post-course evaluation on their perceptions and opinions of the flipped classroom approach. Final exam scores in the flipped classroom cohort were compared with the final exam scores in the traditional didactic format used in years prior. MAIN OUTCOME MEASURES: The main outcome measures include: student final exam performance; student satisfaction, opinions, and perceptions. RESULTS: Over the course of 2 years, 401 second-year U.S. medical students participated in the flipped classroom ophthalmology course. The majority of students enjoyed the flipped classroom experience (75.3%) and expressed interest in using the approach for future lessons (74.6%). The flipped classroom videos were preferred to live lectures (61.2%). Over 90% of students stated the self-assessment quizzes were useful, 79% reported that the small group discussions were an effective way to apply knowledge, and 76% cited the large group case-based discussion as useful. Pre-course knowledge assessment scores averaged 48%. Final examination scores in the flipped group (average ± standard deviation [SD] = 92.1% ± 6.1) were comparable to that of the traditional group when evaluating identical questions (average ± SD = 91.7% ± 5.54), p = 0.34. CONCLUSION: The flipped classroom approach proved to be a well-received and successful approach to preclinical medical education for ophthalmology. This was achieved using 35% less course time than our traditional course. This innovative approach has potential for expansion to other medical schools, medical education abroad, and for other medical school modules.
|
|
Keyword:
Article
|
|
URL: https://doi.org/10.1055/s-0040-1713681
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7869843/
http://www.ncbi.nlm.nih.gov/pubmed/33564741
|
|
BASE
|
|
Hide details
|
|
|
| 10 |
Kagta Iwitkekne Parikwaki - Parantunka ; Dicionário Palikur-Português e Vocabulário Português-Palikur
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Literacy for the 21st Century: A Balanced Approach, 3rd edition
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Brief Stimulus Exposure Fully Remediates Temporal Processing Deficits Induced by Early Hearing Loss
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Phase Relationships of Hydrous Alkalic Magmas at High Pressures: Production of Nepheline Hawaiitic to Mugearitic liquids by Amhibole-Dominated Fractional Crystallization within the Lithospheric Mantle
|
|
|
|
In: Journal of Petrology (2015)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Phase Relationships of Hydrous Alkalic Magmas at High Pressures: Production of Nepheline Hawaiitic to Mugearitic liquids by Amhibole-Dominated Fractional Crystallization within the Lithospheric Mantle
|
|
|
|
In: Journal of Petrology (2015)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Dissociating the semantic function of two neighbouring subregions in the left lateral anterior temporal lobe
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Comparing language outcomes in monolingual and bilingual stroke patients
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Matrix analytic methods with Markov decision processes for hydrological applications.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Dissecting the functional anatomy of auditory word repetition
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
