Alley, M. (2002). The craft of scientific presentations: Critical steps to succeed and critical errors to avoid. Springer-Verlag: New York.(available in the Lamar Soutter Library - Call # Q 223 A435c 2003)
Angelo, T.A. (1993) A “Teacher’s Dozen”: Fourteen general, research-based principles for improving higher learning in our classrooms, AAHE Bulletin, 3-13.
Chickering, A.W., & Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education.Wingspread Journal [special insert], 9(2).
Collins, J. (2004). Education techniques for lifelong learning: Principles of adult learning. RadioGraphics, 24, 1483-1489.
Michael, J. (2006). Where’s the evidence that active learning works? Advances in physiology education, 30(4), 159-157.
Collins, H.L., Rodenbaugh, D.W., Murphy, T.P., Bailey, C.M., & DiCarlo, S.E. (1999). An inquiry-based teaching tool for understanding cardiovascular function. Advances in physiology education, 22 (1), S15-S28.
Kibble, J., Hansen, P.A., & Nelson, L. (2006). Use of modified SOAP notes and peer-led small-group discussion in a Medical Physiology course: Addressing the hidden curriculum. Advances in physiology Education, 30 (4), 230-236.
Pasquale, S.J. (2009). A sampling and overview of instructional methods. Unpublished document prepared for UMMS, Offices of Medical Education & Faculty Affairs, 1-8. Worcester, Mass.: University of Massachusetts Medical School.
Robillard, D., Spring L. (2010). UMMS student perspectives on small group teaching. Unpublished document prepared for UMMS, Offices of Medical Education & Faculty Affairs, 1-9. Worcester, Mass.: University of Massachusetts Medical School.
Steiner, S., Stromwall, L.K., Brzuzy, S., Gerdes, K. (1999) Using cooperative learning strategies in social work education. Journal of Social Work Education, 35 (2), 253-64.
Ahopelto, I. Mikkila-Erdmann, M., Olkinuora, E., & Kaapa, P. (2011). A follow-up study of medical students’ biomedical understanding and clinical reasoning concerning the cardiovascular system. Advances in health science education, 16, 655-668.
Blissett, S., Cavalcanti, R.B., & Sibbald, M. (2012). Should we teach using schemas? Evidence from a randomised trial. Medical Education, 46 (8), 815-822.
Boekhout, P., van Gog, T., van de Wiel, M.W.J., Gerards-Last, D.,& Geraets, J. (2010). Example-based learning: Effects of model expertise in relation to student expertise. British journal of educational psychology, 80, 557-566.
Bordage, G. (1994). Elaborated knowledge: A key to successful diagnostic thinking. Academic medicine, 69 (11), 883-885.
Cook, R.I. (1989). Learning theories implicit in medical school lectures. JAMA, 15, 2244-2245.
Lujan, H.L., & DiCarlo, S.E. (2006). First-year medical students prefer multiple learning styles. Advances in physiology education, 30, 13-16.
These sites offer mostly copyright-free images and other resources that educators can use to enhance presentations. Please double-check with each individual image/tool to confirm copyright status and be certain to cite per the requirements of each site.