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Download full textDrumm, Bernard T. – International Journal for the Scholarship of Teaching and Learning, 2023
In this paper, we outline a case study describing the incorporation of active learning and flipped classroom techniques in a renal physiology module in 1st year medical school. The module was redesigned over a 2-year period within the teaching for understanding (TfU) framework (generative topics, understanding goals, performances of understanding…
Descriptors: Active Learning, Flipped Classroom, Physiology, Human Body
