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Chytas D, Piagkou M, Tsakotos G, Protogerou V, Demesticha T, Natsis K. Methods and outcomes of teaching functional anatomy of the musculoskeletal system: A scoping review. Morphologie 2024; 108:100729. [PMID: 38007970 DOI: 10.1016/j.morpho.2023.100729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2023] [Revised: 11/06/2023] [Accepted: 11/06/2023] [Indexed: 11/28/2023]
Abstract
PURPOSE Although musculoskeletal anatomy is inherently related to motion, there is a lack of evidence review about the best teaching practices for the locomotor apparatus functional anatomy. We aimed to detect the strategies that have been implemented for functional musculoskeletal anatomy education, and their outcomes, with the ultimate purpose of suggesting the most effective teaching methods. METHODS The databases PubMed, Scopus, ERIC, and Cochrane Library were searched for papers with the purpose of exploring the outcomes (participants' perceptions and/or examination performance) of teaching functional musculoskeletal anatomy. From each study, the following information was extracted: author(s), number of participants, implementation method, participants' perceptions and/or examination performance after the educational intervention, and classification of the outcomes according to the Kirkpatrick hierarchy. RESULTS Seven papers were included. Six of them involved active learning strategies (other than seeing, listening, and taking notes). Several specific teaching methods were implemented, including physical activities, lectures, textbooks, atlases, prosected specimens, near-peer teaching, and digital and physical models. Overall, methods that involved active learning, especially some form of physical activity, had the best educational outcomes, while passive learning was not found to be significantly more effective in any case. The role of modern anatomy education technologies has been inadequately explored. CONCLUSIONS It appears that teaching functional musculoskeletal anatomy is more successful when using active learning methods, especially involving some form of physical activity. More research is necessary to determine the best environment for these methods and investigate the role of modern technologies in functional musculoskeletal anatomy education.
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Affiliation(s)
- D Chytas
- Basic Sciences Laboratory, Department of Physiotherapy, University of Peloponnese, 20, Plateon street, 23100, Sparta, Greece; European University of Cyprus, 6, Diogenous street, 2404 Engomi, Nicosia, Cyprus.
| | - M Piagkou
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, 75, Mikras Asias street, 11527 Athens, Greece
| | - G Tsakotos
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, 75, Mikras Asias street, 11527 Athens, Greece
| | - V Protogerou
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, 75, Mikras Asias street, 11527 Athens, Greece
| | - T Demesticha
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, 75, Mikras Asias street, 11527 Athens, Greece
| | - K Natsis
- Department of Anatomy and Surgical Anatomy, Faculty of Health Sciences, Medical School, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
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Downie C, Burke M. Constructive alignment: Teaching introductory gross anatomy to sport science students. ANATOMICAL SCIENCES EDUCATION 2024; 17:47-54. [PMID: 37750510 DOI: 10.1002/ase.2338] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2022] [Revised: 09/01/2023] [Accepted: 09/11/2023] [Indexed: 09/27/2023]
Abstract
The purpose of this descriptive article was to illustrate the process of using constructive alignment in redesigning an introductory gross anatomy unit that is taught specifically to sports science and physical education students at Victoria University. The unit was redesigned as an intensive learning unit in 2017 as part of a broader university-wide process. The teaching team decided that the first stage of the constructive alignment process should be necessarily focused on an understanding of the career destinations of graduates from the courses. With this understanding, it became easier to work through the redesign of intended learning objectives, the shift from systemic to regional anatomy changes in content and learning support mechanisms, and alterations to assessment practices. A comparison of student pass rates for the unit from 2018 to 2023 with pass rates in the previous semester-long version of the unit, suggests optimism about the changes that were made through the constructive alignment process. However, there were a number of other factors that may have contributed to this result, and more research is needed on the specific effectiveness of the changes made during the constructive alignment process before a confident conclusion about the success of the process can be made.
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Affiliation(s)
- Calum Downie
- Institute for Health and Sport, Victoria University, Melbourne, Victoria, Australia
- Torrens University, Melbourne, Victoria, Australia
| | - Michael Burke
- Institute for Health and Sport, Victoria University, Melbourne, Victoria, Australia
- First Year College, Victoria University, Melbourne, Victoria, Australia
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Gross MM, Gear JE, Sepponen WM. Using represented bodies in Renaissance artworks to teach musculoskeletal and surface anatomy. ANATOMICAL SCIENCES EDUCATION 2024; 17:24-38. [PMID: 37571923 DOI: 10.1002/ase.2326] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/25/2023] [Revised: 07/25/2023] [Accepted: 07/28/2023] [Indexed: 08/13/2023]
Abstract
Surface anatomy is an important skill for students in preparation for patient care, and peer examination is often used to teach musculoskeletal and surface anatomy. An alternative pedagogical approach is to use bodies represented in artworks. Represented bodies display fictive anatomy, providing students with the opportunity to apply their musculoskeletal knowledge and to think critically when evaluating the anatomical fidelity of a represented body. An elective course at the University of Michigan enabled undergraduate students to analyze the musculoskeletal and surface anatomy depicted in Renaissance artworks. Students traveled to Italy in 2018 (n = 14) and 2022 (n = 15) to analyze the fictive anatomy portrayed in artistic sculptures and musculoskeletal structures depicted in wax anatomy models and sculpted skeletons. In assignments, students were asked to identify musculoskeletal structures as portrayed in the context of represented anatomy created by Italian Renaissance artists and to assess the fidelity of the depicted anatomy. The students also applied their knowledge of musculoskeletal anatomy to describe body position and evaluate muscle function in their assessments of the accuracy or inaccuracy of the fictive anatomy. The students reported that evaluating the anatomical fidelity of represented bodies in artworks supported their learning of musculoskeletal and surface anatomy, and that their critical thinking skills improved in the course. Evaluation of the anatomical fidelity of represented bodies in artworks is an effective pedagogical approach that can be implemented in art museums as an adjunctive learning experience to deepen students' musculoskeletal and surface anatomy knowledge and further develop their critical thinking skills.
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Affiliation(s)
- M Melissa Gross
- Department of Movement Science, University of Michigan, Ann Arbor, Michigan, USA
| | - Jennifer E Gear
- Department of Movement Science, University of Michigan, Ann Arbor, Michigan, USA
| | - Wendy M Sepponen
- School of Art, Texas Christian University, Fort Worth, Texas, USA
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Johnson CI, Hyde LE, Cornwall T, Ryan M, Zealley E, Sparey K, Paterson SI, Spear M. Collaborative, Two-Directional Live Streaming to Deliver Hands-on Dissection Experience during the COVID-19 Lockdown. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1397:95-112. [DOI: 10.1007/978-3-031-17135-2_6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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Boivin Z, Carpenter S, Lee G, Chimileski B, Harrison J, Choudhary D, Herbst M. Evaluation of a Required Vertical Point-of-Care Ultrasound Curriculum for Undergraduate Medical Students. Cureus 2022; 14:e30002. [PMID: 36348834 PMCID: PMC9637009 DOI: 10.7759/cureus.30002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/05/2022] [Indexed: 06/16/2023] Open
Abstract
Introduction Point-of-care ultrasound training beginning in undergraduate medical education reinforces anatomy and physical examination skills and enhances clinical care. Implementation in an overcrowded curriculum requires strategic planning to overcome barriers including lack of faculty and equipment. Using Kern's six-step model as a framework, our study question was whether a longitudinal point-of-care ultrasound curriculum threaded through four years of medical school and using a novel combination of evidence-based strategies was feasible, acceptable, and resulted in students achieving ultrasound competencies by graduation. Materials and methods From 2016 to 2020, a required, vertical point-of-care ultrasound curriculum was created across all four undergraduate medical education class years, spearheaded by a single ultrasound fellowship-trained emergency physician with support from two basic anatomy faculty. We utilized strategies including handheld ultrasound devices, near-peer teaching, flipped classroom with virtual learning modules, staggered station rotations, and gamification to optimize student-instructor ratios and faculty time. Surveys and timed objective structured clinical assessments evaluated the curriculum. Results Students from the class of 2022 (n=99, 100% of class) participated in all curricular elements. Senior students answered more survey knowledge questions correctly when compared to pretest questions answered by first- and second-year students. Among 84 students who completed the survey, 75 (89%) rated their ultrasound curriculum as superior or above average. Objective structured clinical examination scores recorded for 53 students (54% of the class) demonstrated students correctly identified a median of 11-18 structures (interquartile range: 9.5-13) using point-of-care ultrasound. Conclusion Evidence-based strategies allowed faculty to develop a four-year required ultrasound curriculum that was highly acceptable by students and improved their knowledge and skills at graduation. At low cost and with few faculty, this program has been sustained for over six years.
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Affiliation(s)
- Zachary Boivin
- Emergency Medicine, University of Connecticut Emergency Medicine Residency, Farmington, USA
| | - Sandra Carpenter
- General Surgery, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, USA
| | - Grace Lee
- Medicine, University of Connecticut School of Medicine, Farmington, USA
| | | | - John Harrison
- Orthodontics, University of Connecticut School of Medicine, Farmington, USA
| | | | - Meghan Herbst
- Emergency Department, University of Connecticut School of Medicine, Farmington, USA
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Zhang J, Fang W. Study on the Role of College Sports Games and Taekwondo Teaching Based on Information Health. Appl Bionics Biomech 2022; 2022:2873759. [PMID: 35419088 PMCID: PMC9001139 DOI: 10.1155/2022/2873759] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2022] [Revised: 03/07/2022] [Accepted: 03/17/2022] [Indexed: 11/29/2022] Open
Abstract
Sports games and taekwondo have hitherto been core facets in colleges and university physical education curricula. This owes to the significant benefits derived from the duo, especially with the increase in sedentary lifestyles, resulting in dreaded repercussions when strenuous exercise is not brought into play. Taekwondo is a type of martial art known to have originated from Korea but has now gained popularity internationally. Some of the known benefits of taekwondo are reducing stress and improving cardiovascular system (CVS) physiology. On the other hand, sports games also help immensely in the physiological and mental health of college and university students. For instance, outdoor games are essential in the pulmonary system as indoor games are for mental health. The purpose of this study is to investigate the role of sports games and taekwondo teaching in colleges and universities. The prospective study was conducted on a sample of 195 students. Both qualitative and quantitative data were collected by random means. The data collected was then analyzed to find the type of distribution. The results indicated a normal distribution with a resultant bell curve. The central tendency and dispersion were calculated. A high level of decision-making, confidence, and fitness was noted in students practicing these activities in their colleges and universities vis-à-vis those who do not. Sports and taekwondo increase the level of training, which enhances the skeletal system to take up and utilize lipids. This process reduces the level of plasma lipids, thus preventing chronic health conditions like obesity and diabetes. In conclusion, sports and taekwondo are essential in maintaining a healthy standard and should always be incorporated into the college and university curriculum.
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Affiliation(s)
- Jiaxin Zhang
- School of Department of Physical Education, Yongin University, Yongin, Republic of Korea
| | - Wei Fang
- Yancheng Teachers University, School of Physical Education, China
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Beltrán-Velasco AI, Donoso-González M, Clemente-Suárez VJ. Analysis of perceptual, psychological, and behavioral factors that affect the academic performance of education university students. Physiol Behav 2021; 238:113497. [PMID: 34126111 DOI: 10.1016/j.physbeh.2021.113497] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2021] [Revised: 05/11/2021] [Accepted: 05/26/2021] [Indexed: 01/07/2023]
Abstract
The aim of this study was the effect of different perceptual, psychological, and behavioural factors in the academic performance of university students. A total of 172 students (23.5 ± 5.4 years) were recruited. Physical activity patterns, nutritional habits, personality factors, perceptions of difficulty, expected grade, grade average, and academic performance of students were analyzed. No significant differences were found in physical activity levels in relation to academic performance. Significant differences were found in the agreeableness domain in relation to higher academic performance, higher perception of healthy diet and higher body mass index values. With these results we can conclude that university student with higher academic performance were characterized by higher levels of agreeableness, perception of healthy diet and body mass index.
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Affiliation(s)
- Ana Isabel Beltrán-Velasco
- Applied Psychophysiological Research Group, European University of Madrid, Spain; Universidad Antonio de Nebrija, Education Department, Madrid, Spain
| | | | - Vicente Javier Clemente-Suárez
- Applied Psychophysiological Research Group, European University of Madrid, Spain; Universidad Europea de Madrid, Faculty of Sport Science, Spain; Grupo de Investigación en Cultura, Educación y Sociedad, Universidad de la Costa, Barranquilla, Colombia
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Physical Activity and Anxiety of Chinese University Students: Mediation of Self-System. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18094468. [PMID: 33922351 PMCID: PMC8122769 DOI: 10.3390/ijerph18094468] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/05/2021] [Revised: 04/15/2021] [Accepted: 04/16/2021] [Indexed: 12/05/2022]
Abstract
The present study examined the role of self-enhancement and self-criticism in the relationship between physical activity and anxiety. A total of 305 students from Chinese universities, ranging in age from 18 to 36, completed a questionnaire package comprising a physical activity questionnaire, a self-enhancement strategies scale, a level of self-criticism scale, and a short form of state and trait anxiety scale. Findings highlighted that physical activity had a significant negative correlation with anxiety (r = −0.31, p < 0.01), a significant positive association with self-enhancement (r = 0.43, p < 0.01), and a significant negative relationship with self-criticism (r = −0.14, p < 0.05). It was also found that anxiety was significantly predicted by self-enhancement (−0.21, p < 0.01) and self-criticism (0.44, p < 0.01). Moreover, the mediation model supports the mediation of self-enhancement and self-criticism between physical activity and anxiety in university students. The findings suggest that interventions aimed at promoting physical activity and enhancing the self-system should be worthy strategies for reducing students’ anxiety.
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Zdilla MJ. Creating a Human Gross Anatomy Laboratory: The Experience at a Primarily Undergraduate Institution. ANATOMICAL SCIENCES EDUCATION 2020; 13:636-647. [PMID: 31990441 DOI: 10.1002/ase.1946] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/18/2018] [Revised: 01/23/2020] [Accepted: 01/23/2020] [Indexed: 06/10/2023]
Abstract
This paper details the creation of a human gross anatomy laboratory from a defunct chemistry laboratory at West Liberty University, a small primarily undergraduate institution in West Virginia. The article highlights important considerations with regard to the development of a human gross anatomy laboratory including access to human gifts; assessment of the space for size, security, and privacy; assessment of the utilities; acquisition of a dissection table; ventilation; aesthetics in functional design; expenses; and sustainability. The report also identifies favorable conditions and potential pitfalls regarding the creation of a human gross anatomy laboratory. This paper demonstrates that a human gross anatomy laboratory can be created quickly and at little expense.
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Affiliation(s)
- Matthew J Zdilla
- Department of Natural Sciences and Mathematics, West Liberty University, West Liberty, West Virginia
- Department of Graduate Health Sciences, West Liberty University, West Liberty, West Virginia
- Department of Pathology, Anatomy, and Laboratory Medicine (PALM), West Virginia University School of Medicine, Robert C. Byrd Health Sciences Center, Morgantown, West Virginia
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Mechanism Between Physical Activity and Academic Anxiety: Evidence from Pakistan. SUSTAINABILITY 2020. [DOI: 10.3390/su12093595] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
Abstract
A plethora of research has explored the benefits of physical activities on several variables such as academic performances, quality of life, fitness, levels of stress, and depression. However, less research considered the impact of physical activity on academic anxiety, self-enhancement, and self-criticism. This study examines the influence of physical activity on academic anxiety with self-enhancement and self-criticism playing a mediating role. Data for this model has been collected by using structured questionnaires administered to 418 Pakistani university students (undergraduate, graduate and post-graduate) aged between 18 and 36 years old. Structural equation modeling through analysis of moment structures (AMOS) was applied to find that physical activity significantly reduces academic anxiety and self-criticism, and it develops self-enhancement. Further, self-enhancement was negatively associated with academic anxiety while self-criticism is directly related to academic anxiety. More importantly, self-enhancement and self-criticism partially mediated between physical activity and academic anxiety of university students in Pakistan. This research recommends governments to support physical activity programs for university students.
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Naseri B, Rajabion L, Zaravar F, Khordehbinan MW, Moradi F. A new model for evaluating the impact of ergonomic architectural design of gym, social network and digital knowledge on the desire of students for sport activities. HUMAN SYSTEMS MANAGEMENT 2019. [DOI: 10.3233/hsm-190486] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Affiliation(s)
- Boshra Naseri
- M.A. in Architecture, Department of Architecture, Science and Research Branch, Islamic Azad University, Ilam, Iran
| | - Lila Rajabion
- College of Business, University of South Florida Sarasota-Manatee, Florida, USA
| | - Foroozndeh Zaravar
- M.A. in Physical Education, School of Paramedical Science, Shiraz University of Medical Sciences, Shiraz, Iran
| | | | - Fateme Moradi
- Department of General, School of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
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Xu Z, Qiu J, Yang B, Huang P, Cai L, Chen L, Hou M, Ji M, Wu G. Evaluation of factors influencing the guide to read biomedical English literature course for Chinese new medical postgraduates-a multiple regression analysis. BMC MEDICAL EDUCATION 2019; 19:295. [PMID: 31370838 PMCID: PMC6676574 DOI: 10.1186/s12909-019-1731-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2018] [Accepted: 07/25/2019] [Indexed: 05/22/2023]
Abstract
BACKGROUND There is a dearth of published literature that demonstrates the impact of a Guide to Reading Biomedical English Literature course on new Chinese medical postgraduates. Keeping this gap in mind, the objectives of this study were to assess the factors associated with course effectiveness using the teacher, postgraduate and organizational factors. METHODS This study was conducted at Nanjing Medical University from December 2014 to December 2015. The participants were 440 new graduate students from different medical specialties. At baseline, each student was assessed for teacher factors, individual factors and organizational factors using a self-administered structured scored anonymous questionnaire. After that, Pearson chi-square analysis was conducted to evaluate the factors that impact teacher factors (knowledge level, teaching style, individualized teaching, logical teaching, heuristic teaching, literature difficulty, bilingual teaching), individual factors (gender, attitude toward studying, previewing literature, English literacy level) and course management (such as teaching objectives and assessment system) on this course. Furthermore, multiple logistic regression analyses were performed to determine the impact of the above factors on our outcome variables (knowledge level, teaching style, individualized teaching, heuristic teaching, study attitude, previewing literature, management). RESULTS Nearly all of the participants (420 of 440, 95.5%) thought this course was helpful for learning to read scientific literature and understanding scientific research design. Multivariate logistic regression analyses showed that the participants perception of the course as effective was associated with teachers' high knowledge level (Adjusted Odds Ratio, AOR = 49.673; 95% confidence interval, 95% CI = 4.28, 575.90). In addition, heuristic teaching was found to be significantly associated with a positive teaching effect of teaching (AOR = 12.76; 95% CI = 1.78, 91.64). Furthermore, the participants perception of the course as effective was associated with positive attitude toward studying (AOR = 25.004; 95% CI = 2.51, 249.09). Previewing literature was also associated with course effectiveness (AOR = 0.02; 95% CI = 0.04, 0.11). CONCLUSIONS This study indicated that the course effectiveness of the Guide for Reading Biomedical English Literature was associated with i) teachers' knowledge, ii) heuristic teaching, iii) students' positive attitude, and iv) students' previewing literature.
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Affiliation(s)
- Zhipeng Xu
- Department of Pathogen Biology, Nanjing Medical University, Nanjing, Jiangsu 211166 People’s Republic of China
| | - Jingfan Qiu
- Department of Pathogen Biology, Nanjing Medical University, Nanjing, Jiangsu 211166 People’s Republic of China
| | - Bingya Yang
- Department of Pathogen Biology, Nanjing Medical University, Nanjing, Jiangsu 211166 People’s Republic of China
| | - Peng Huang
- School of Public Health, Nanjing Medical University, Nanjing, 211166 Jiangsu China
| | - Lei Cai
- Graduate school, Nanjing Medical University, Nanjing, 211166 Jiangsu China
| | - Lin Chen
- Department of Pathogen Biology, Nanjing Medical University, Nanjing, Jiangsu 211166 People’s Republic of China
| | - Min Hou
- Department of Pathogen Biology, Nanjing Medical University, Nanjing, Jiangsu 211166 People’s Republic of China
| | - Minjun Ji
- Department of Pathogen Biology, Nanjing Medical University, Nanjing, Jiangsu 211166 People’s Republic of China
- Teaching affairs office, Nanjing Medical University, Nanjing, 211166 Jiangsu China
| | - Guanling Wu
- Department of Pathogen Biology, Nanjing Medical University, Nanjing, Jiangsu 211166 People’s Republic of China
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Cumberworth J, Apperley H, Francis I. Organising near‐peer teaching programmes for clinical professionals. CLINICAL TEACHER 2018; 17:122-125. [PMID: 30560552 DOI: 10.1111/tct.12983] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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