The use of a buzzer system and game-based learning after delivering clinical-based medical content effectively take a student-learner from remembering and understanding medical knowledge to applying it to an immediate task. The...
During the undergraduate Nursing Research and Informatics course, a question is posed and students are asked to submit a picture with caption that answers the question. All pictures are de-identified, printed, and given to...
This session will provide participants with hands-on ideas to implement in organizing their classes. How can we use course objectives and key outcomes to realign our syllabi and class plans to ensure that students are more...
Previous research on identification by DNA barcoding was focused on Rhododendron molle, or Chinese Azaleas. The purpose of the research done, was to conduct the barcoding identification towards the identification of Northern...
Traditional mechanical tests, such as a three-point bending, compression, and torsion, are common methods to measure macro mechanical properties, however, such tests do not provide spatial stress distribution in bones. Since...
Nursing Homes (NH) often struggle to provide
Palliative Care (PC) to their residents with Alzheimer’s
and other Related Dementias (ADRDs). As a result,
many NHs are searching for external PC consultants to
help facilitate...
A wiki is a collection of pages that allow collaborative modification and management (e.g., Wikipedia). Medical students designed a wiki that outlined the major concepts covered in Immunology during the Foundations class. The...
Correlations exist between undergraduate GPA,
MCAT, and COMLEX-USA Level 1 scores as well as
between course grades and overall COMLEX score
(Wong et al. 2009 & Sefcik et al. 2003).
• Longitudinal reports on ProgressIQ...
In this work, we present cloud-based integrated development environments (IDE) to teach computer programming courses. Traditionally, desktop-based programming environments are used for teaching computer programming courses....
Research Question: How do ensure equity for pre-service teachers with marginalized identities in a community engaged teacher preparation course using cogenerative dialogue?