NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
ERIC Number: EJ449220
Record Type: Journal
Publication Date: 1992
Pages: N/A
Abstractor: N/A
ISSN: ISSN-0142-159X
Knowledge Increment Assessed for Three Methodologies of Teaching Physiology.
Grieve, Clayton
Medical Teacher, v14 n1 p27-32 1992
Compares differences in successive pretest/posttest scores for 46 undergraduate volunteers following the application of distinct teaching formats to each of 3 consecutive subsections of a human physiology course. Indicates scores increased favorably for audio-visual lecture and self-study tutorial formats but no significant increase for didactic lecture format. (eight references) (JJK)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa