- Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States
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Wray A, Bennett K, Boysen-Osborn M, Wiechmann , Toohey S
- KMID: 2406692
- J Educ Eval Health Prof.
- 2017;14:29.
- doi: 10.3352/jeehp.2017.14.29
PURPOSE: The aim of this study was to measure the effect of an iPad-based asynchronous curriculum on emergency medicine resident performance on the in-training exam (ITE). We hypothesized that the... -
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- No difference in factual or conceptual recall comprehension for tablet, laptop, and handwritten note-taking by medical students in the United States: a survey-based observational study
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Wiechmann W, Edwards R, Low C, Wray A, Boysen-Osborn M, Toohey S
- KMID: 2532171
- J Educ Eval Health Prof.
- 2022;19(1):8.
- doi: 10.3352/jeehp.2022.19.8
Purpose: Technological advances are changing how students approach learning. The traditional note-taking methods of longhand writing have been supplemented and replaced by tablets, smartphones, and laptop note-taking. It has been... -
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- Flipping the advanced cardiac life support classroom with team-based learning: comparison of cognitive testing performance for medical students at the University of California, Irvine, United State
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Boysen-Osborn M, Anderson C, Navarro R, Yanuck J, Strom S, McCoy CE, Youm J, Ypma-Wong , Langdorf M
- KMID: 2413760
- J Educ Eval Health Prof.
- 2016;13:11.
- doi: 10.3352/jeehp.2016.13.11
PURPOSE: It aimed to find if written test results improved for advanced cardiac life support (ACLS) taught in flipped classroom/team-based Learning (FC/TBL) vs. lecture-based (LB) control in University of California-Irvine... -
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