Medical Education Literature Reviews and Analysis from the Robert Wood Johnsom Health Sciences Library at UMDNJ.
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 Unpublished document prepared for UMMS, Offices of Medical Education & Faculty Affairs, 1-8.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 Unpublished document prepared for UMMS, Offices of Medical Education & Faculty Affairs, 1-9.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.
NIH Genome Research Institute Resources for Teachers
NIH Office of Science Education
NIH Talking Glossary of Genetic Terms