Zobrazeno 1 - 10
of 20
pro vyhledávání: '"Barbie A. Klein"'
Publikováno v:
Anatomical Sciences Education. 15:464-475
Despite its significant clinical use, there is no standardized point-of-care ultrasonography (POCUS) curriculum in undergraduate medical education. As Covid-19 abruptly mandated the use of virtual education, instructors were challenged to incorporate
Autor:
Derek Harmon, Danielle C. Bentley, Jennifer Dennis, Kirsten Brown, Stefanie M. Attardi, Christopher J. Ramnanan, Barbie A. Klein, Haviva M. Goldman, Kelly M. Harrell, Malli Barremkala, Gary J. Farkas
Publikováno v:
Anatomical Sciences Education
Covid‐19 disrupted the in‐person teaching format of anatomy. To study changes in gross anatomy education that occurred August‐December, 2020 compared to before the pandemic, an online survey was distributed to anatomy educators. The 191 respons
Publikováno v:
The FASEB Journal. 36
Autor:
Barbie A. Klein
Publikováno v:
Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare. 17:e128-e135
SUMMARY STATEMENT Learner perceptions of simulation can be challenging to assess and are usually limited to qualitative strategies. Q-methodology is an exploratory, systematic research technique that combines quantitative and qualitative procedures t
Autor:
Jacquelyn B. Kercheval, Nicole M. Mott, Eric K. Kim, Christy K. Boscardin, Barbie A. Klein, Karen E. Hauer, Michelle Daniel
Publikováno v:
Teaching and learning in medicine.
Publikováno v:
Anatomical sciences educationREFERENCES. 15(3)
Three-dimensional (3D) printing technology has become more affordable, accessible, and relevant in healthcare, however, the knowledge of transforming medical images to physical prints still requires some level of training. Anatomy educators can play
Autor:
Derek Harmon, Danielle C. Bentley, Kelly M. Harrell, Haviva M. Goldman, Stefanie M. Attardi, Kirsten Brown, Gary J. Farkas, Malli Barremkala, Christopher J. Ramnanan, Barbie A. Klein, Jennifer Dennis
Publikováno v:
The FASEB Journal
INTRODUCTION/OBJECTIVE: Covid‐19 has led to sudden changes to gross anatomy education when traditional dissection‐based laboratories had to shift towards virtual modalities due to physical distancing and remote learning requirements. The purpose
Autor:
Jennifer Dennis, Malli Barremkala, Stefanie M. Attardi, Christopher J. Ramnanan, Barbie A. Klein, Danielle C. Bentley, Kirsten Brown, Derek Harmon, Kelly M. Harrell, Gary J. Farkas, Haviva M. Goldman
Publikováno v:
The FASEB Journal
INTRODUCTION/OBJECTIVE Covid‐19 created immediate challenges to anatomy education. The traditional format of gross laboratory sessions experienced a direct impact and few reports documented curricular delivery changes specific to laboratory format.
Autor:
Derek Harmon, Jennifer Dennis, Kirsten Brown, Christopher J. Ramnanan, Joan T. Richtsmeier, Malli Barremkala, Kelly M. Harrell, Stefanie M. Attardi, Gary J. Farkas, Haviva M. Goldman, Danielle C. Bentley, Barbie A. Klein
Publikováno v:
The FASEB Journal
Introduction/Objective Covid‐19 created challenges to anatomy education, particularly gross anatomy given the traditional in‐person format of lectures and lab. The objective of this study was to assess the changes in lecture methods and lab mater
Autor:
Corinne H. Miller, Michael Goodwin, Melissa A. Taylor, Adam B. Wilson, Kirsten Brown, Eve K. Boyle, Barbie A. Klein, Chantal Christiana Hoppe, Michelle D. Lazarus, Jonathan Misch
Publikováno v:
Anatomical Sciences Education. 12:61-73
While prior meta-analyses in anatomy education have explored the effects of laboratory pedagogies and histology media on learner performance, the effects of student-centered learning (SCL) and computer-aided instruction (CAI) have not been broadly ev