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Lectures

A d factor? Understanding trait distractibility and its relationships with ADHD symptomatology and hyperfocus

Han Zhang, Akira Miyake, [ ... ], John Jonides

Use of instructional videos in leadership education in higher education under COVID-19: A qualitative study

Daniel T. L. Shek, Tingyin Wong, Xiang Li, Lu Yu

How researchers calculate students’ grade point average in other courses has minimal impact

Nicholas T. Young, Rebecca L. Matz, Eric F. Bell, Caitlin Hayward

Iterating toward change: Improving student-centered teaching through the STEM faculty institute (STEMFI)

Jeffrey Shipley, Rebecca L. Sansom, [ ... ], Jamie L. Jensen

Teaching medicine web-based with the help of interactive audience response systems

Phillip Kremer, Leonard Richter, [ ... ], Juergen R. Schaefer

Even minimal student-instructor interactions may increase enjoyment in the classroom: Preliminary evidence that greeting your students may have benefits even if you can’t remember their names

Gillian M. Sandstrom

Ad hoc digital communication and assessment during clinical placements in nursing education; a qualitative research study of students’, clinical instructors’, and teachers’ experiences

Edel Jannecke Svendsen, Randi Opheim, Bjørg Elisabeth Hermansen, Camilla Hardeland

Exposure levels of animal allergens, endotoxin, and β-(1,3)-glucan on a university campus of veterinary medicine

Eva Zahradnik, Ingrid Sander, [ ... ], Monika Raulf

Knowledge and motivations of training in peer review: An international cross-sectional survey

Jessie V. Willis, Janina Ramos, [ ... ], David Moher

I am a scientist: Overcoming biased assumptions around diversity in science through explicit representation of scientists in lectures

Dominic Charles Henri, Kirra Coates, Katharine Hubbard

Student nurse education and preparation for palliative care: A scoping review

Abiola Durojaiye, Ruth Ryan, Owen Doody

The impact of COVID-19 lockdown on nursing higher education at Chengdu University

Peiling Cai, Ya Shi, [ ... ], Zhongqing Xu

Level of consistency between students’ self-reported and observed study approaches in flipped classroom courses: How does it influence students’ academic learning outcomes?

Feifei Han

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