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Lectures

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

Han Zhang, Akira Miyake, Jahla Osborne, Priti Shah, John Jonides

published 25 Oct 2023

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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

published 21 Sep 2023

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

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

published 18 Aug 2023

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

Jeffrey Shipley, Rebecca L. Sansom, Haley Mickelsen, Jennifer B. Nielson, R. Steven Turley, Richard E. West, Geoffrey Wright, Bryn St. Clair, Jamie L. Jensen

published 17 Aug 2023

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

Phillip Kremer, Leonard Richter, Leander Melms, Claus F. Vogelmeier, Juergen R. Schaefer

published 15 Aug 2023

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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

published 10 Aug 2023

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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

published 21 Jul 2023

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

Eva Zahradnik, Ingrid Sander, Anne Lotz, Verena Liebers, Ingrid Thullner, Sabine Tacke, Monika Raulf

published 13 Jul 2023

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

Jessie V. Willis, Janina Ramos, Kelly D. Cobey, Jeremy Y. Ng, Hassan Khan, Marc A. Albert, Mohsen Alayche, David Moher

published 12 Jul 2023

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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

published 07 Jul 2023

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

Abiola Durojaiye, Ruth Ryan, Owen Doody

published 03 Jul 2023

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

Peiling Cai, Ya Shi, Jianing Cui, Junren Wang, Juan Ren, Brett D. Hambly, Shisan Bao, Zhongqing Xu

published 16 Jun 2023

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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

published 13 Jun 2023

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