A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2017; you can also visit the original URL.
The file type is
This work has been reported at two meetings (Gans and Wineski, '82; Wineski, '82) . Figure 1 Lawrence E. ... E. Despite their characteristic locations, these sheets show substantial variation in their length and thickness. ...doi:10.1002/jmor.1051810303 pmid:6481809 fatcat:4kxbxpaap5b6zjpkurysp6zmtu
Clinical correlations are tools to assist students in associating basic science concepts with a medical application or disease. There are many forms of clinical correlations and many ways to use them in the classroom. Five types of clinical correlations that may be embedded within basic science courses have been identified and described. (1) Correlated examples consist of superficial clinical information or stories accompanying basic science concepts to make the information more interesting anddoi:10.4137/jmecd.s18919 pmid:29349328 pmcid:PMC5758745 fatcat:376nxmceinbe3fabao3lzooxea
more »... ore interesting and relevant. (2) Interactive learning and demonstrations provide hands-on experiences or the demonstration of a clinical topic. (3) Specialized workshops have an application-based focus, are more specialized than typical laboratory sessions, and range in complexity from basic to advanced. (4) Small-group activities require groups of students, guided by faculty, to solve simple problems that relate basic science information to clinical topics. (5) Course-centered problem solving is a more advanced correlation activity than the others and focuses on recognition and treatment of clinical problems to promote clinical reasoning skills. Diverse teaching activities are used in basic science medical education, and those that include clinical relevance promote interest, communication, and collaboration, enhance knowledge retention, and help develop clinical reasoning skills.
The electronic version was e-mailed to members of the team during the drafting process and the final version was communicated to faculty and students. ... (1) follow the LCME recommendations, (2) build on the previous success of our Human Morphology (anatomical sciences) course in integrating systems and regional approaches to curriculum organization (Wineski ...doi:10.1002/ase.217 pmid:21538939 pmcid:PMC3263510 fatcat:ekv5ihmf35hmvphk3simlbzmae