Zobrazeno 1 - 10
of 32
pro vyhledávání: '"Kara E Sawarynski"'
Publikováno v:
Journal of Medical Education and Curricular Development, Vol 8 (2021)
Periods of academic transition are challenging and require medical students to adjust to new environments and expectations. Commonly cited areas of struggle include integrating into the interprofessional health care team, communication, organization
Externí odkaz:
https://doaj.org/article/c97df9492d16492da3da8883b0f641fe
Autor:
Stefanie M. Attardi, Tracey A.H. Taylor, Sarah Lerchenfeldt, Rebecca L. Pratt, Kara E. Sawarynski
Publikováno v:
MedEdPORTAL, Vol 17 (2021)
Introduction Health professions classrooms are filled with a new generation of students: iGen/generation Z. Much is known about millennials' educational needs, but they no longer comprise the majority of student populations. Research indicates that c
Externí odkaz:
https://doaj.org/article/24207d6eeacd4a489a5fa9125cfcdc42
Autor:
Kara E. Sawarynski, Dwayne M. Baxa
Publikováno v:
Medical Education Online, Vol 24, Iss 1 (2019)
Background: Students enter Oakland University William Beaumont School of Medicine’s required research program, Embark, with variable levels of experience. Recognizing this, Embark allows for progression through the individual research project with
Externí odkaz:
https://doaj.org/article/fe704b67e7f84e39b72650c9e94a2dd7
Autor:
Rachel K. Wolfson, Paige C. Fairchild, Ingrid Bahner, Dwayne M. Baxa, Deborah R. Birnbaum, Sarwat I. Chaudhry, Katherine C. Chretien, Donald B. DeFranco, Amber Z. Deptola, Leslie E.W. LaConte, Jenny J. Lin, Leslie Petch Lee, Maureen A. Powers, Ira J. Ropson, Saumya M. Sankaran, Kara E. Sawarynski, Stephen M. Sozio
Publikováno v:
Academic Medicine.
Autor:
Rodney L. Nyland, Kara E. Sawarynski
Publikováno v:
MedEdPORTAL, Vol 13 (2017)
Introduction Research shows that students generally utilize ineffective learning techniques such as massed practice and rereading. We developed an interactive workshop to teach first-year medical students highly effective learning techniques. Student
Externí odkaz:
https://doaj.org/article/6bc8b3c1eec64a938cee20fff76207c1
Autor:
Stefanie M. Attardi, Tracey A H Taylor, Rebecca L. Pratt, Kara E. Sawarynski, Sarah Lerchenfeldt
Publikováno v:
Medical Teacher. 43:1249-1254
iGen, or Generation Z, is the newest generation of health professions students to enter the classroom. This generation represents the first cohort of students in which technology has been present in all aspects of their lives. Since birth, they have
Autor:
Douglas J. Gould, Kara E. Sawarynski
Publikováno v:
Medical Science Educator
Like many medical school department’s around the world, we needed to pivot, almost instantly to an online community. As a large and diverse foundational science department, grounded in a culture of collegiality and collaboration, we faced a host of
Autor:
Kara E. Sawarynski, Rebecca L. Pratt, Stefanie M. Attardi, Tracey A H Taylor, Sarah Lerchenfeldt
Publikováno v:
MedEdPORTAL : the Journal of Teaching and Learning Resources
MedEdPORTAL, Vol 17 (2021)
MedEdPORTAL, Vol 17 (2021)
Introduction Health professions classrooms are filled with a new generation of students: iGen/generation Z. Much is known about millennials' educational needs, but they no longer comprise the majority of student populations. Research indicates that c
Publikováno v:
PLoS ONE, Vol 7, Iss 2, p e31575 (2012)
In Saccharomyces cerevisiae, the G1 cyclin/cyclin-dependent kinase (CDK) complexes Cln1,-2,-3/Cdk1 promote S phase entry during the mitotic cell cycle but do not function during meiosis. It has been proposed that the meiosis-specific protein kinase I
Externí odkaz:
https://doaj.org/article/8f30eba503e341bfb6a9892e66eace1a
Autor:
Victoria A. Roach, Stephanie M. Swanberg, Tracey A H Taylor, Kara E. Sawarynski, Dwayne M. Baxa
Publikováno v:
Journal of Medical Education and Curricular Development
Journal of Medical Education and Curricular Development, Vol 8 (2021)
Journal of Medical Education and Curricular Development, Vol 8 (2021)
Periods of academic transition are challenging and require medical students to adjust to new environments and expectations. Commonly cited areas of struggle include integrating into the interprofessional health care team, communication, organization