Getting More from Flashcards: Examples from Medical Microbiology

Four flashcard techniques, developed to stimulate in-depth studying, are discussed in this activity. For each, a medical microbiology course-based example is given. Each activity assumes that students have already familiarized themselves with the names and/or definitions on the flashcards. Smaller s...

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Autor principal:	David S. Senchina
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2011
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/b6b5a0df1f0740358ba414bb526f586d
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spelling	oai:doaj.org-article:b6b5a0df1f0740358ba414bb526f586d2021-11-15T15:04:10ZGetting More from Flashcards: Examples from Medical Microbiology10.1128/jmbe.v12i1.2341935-78851935-7877https://doaj.org/article/b6b5a0df1f0740358ba414bb526f586d2011-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v12i1.234https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Four flashcard techniques, developed to stimulate in-depth studying, are discussed in this activity. For each, a medical microbiology course-based example is given. Each activity assumes that students have already familiarized themselves with the names and/or definitions on the flashcards. Smaller sets of terms should be used when first introducing the strategies; once students gain proficiency, larger numbers of flashcards may be included. Technique variations and other applications are discussed.David S. SenchinaAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 12, Iss 1, Pp 42-43 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 David S. Senchina Getting More from Flashcards: Examples from Medical Microbiology
description	Four flashcard techniques, developed to stimulate in-depth studying, are discussed in this activity. For each, a medical microbiology course-based example is given. Each activity assumes that students have already familiarized themselves with the names and/or definitions on the flashcards. Smaller sets of terms should be used when first introducing the strategies; once students gain proficiency, larger numbers of flashcards may be included. Technique variations and other applications are discussed.
format	article
author	David S. Senchina
author_facet	David S. Senchina
author_sort	David S. Senchina
title	Getting More from Flashcards: Examples from Medical Microbiology
title_short	Getting More from Flashcards: Examples from Medical Microbiology
title_full	Getting More from Flashcards: Examples from Medical Microbiology
title_fullStr	Getting More from Flashcards: Examples from Medical Microbiology
title_full_unstemmed	Getting More from Flashcards: Examples from Medical Microbiology
title_sort	getting more from flashcards: examples from medical microbiology
publisher	American Society for Microbiology
publishDate	2011
url	https://doaj.org/article/b6b5a0df1f0740358ba414bb526f586d
work_keys_str_mv	AT davidssenchina gettingmorefromflashcardsexamplesfrommedicalmicrobiology
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Getting More from Flashcards: Examples from Medical Microbiology

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