Nuevos recursos educativos para la adaptación de la enseñanza práctica de la Anatomía Veterinaria, a las nuevas necesidades de distanciamiento social y/o no presencialidad, generadas por la Covid19

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dc.contributor.authorMartín Alguacil, María Nieves
dc.contributor.authorAvedillo Cea, Luis Javier
dc.contributor.authorMota Blanco, Rubén Avelino
dc.contributor.authorVila Holgado, Alma
dc.contributor.authorYegro Dawid, Maria Elena
dc.contributor.authorVoces Puente, Sara
dc.contributor.authorYsasi Cillero, Pilar
dc.date.accessioned2023-06-17T10:34:33Z
dc.date.available2023-06-17T10:34:33Z
dc.date.issued2021
dc.description.abstractRecursos educativos para el aprendizaje activo en la enseñanza práctica de la Anatomía veterinaria: aprendizaje basado en el equipo (TBL). Adaptación del TBL a un espacio colaborativo virtual.
dc.description.departmentSección Deptal. de Anatomía y Embriología (Veterinaria)
dc.description.facultyFac. de Veterinaria
dc.description.refereedFALSE
dc.description.statusunpub
dc.eprint.idhttps://eprints.ucm.es/id/eprint/66451
dc.identifier.pimcd444
dc.identifier.urihttps://hdl.handle.net/20.500.14352/9940
dc.language.isospa
dc.relation.ispartofseriespimcdPIMCD2020
dc.rights.accessRightsopen access
dc.subject.keywordAprendizaje activo
dc.subject.keywordColaborativo
dc.subject.keywordTBL
dc.subject.knowledgeCiencias de la Salud
dc.subject.ucmAnatomía veterinaria
dc.titleNuevos recursos educativos para la adaptación de la enseñanza práctica de la Anatomía Veterinaria, a las nuevas necesidades de distanciamiento social y/o no presencialidad, generadas por la Covid19
dc.typeteaching innovation project
dcterms.referencesChung E.K., Rhee J.A., Baik Y.H., Oh-Sun A. (2009). The effect of team-based learning in medical ethics education. Medical Teacher, 31(11), 1013-1017. Clark M.C., Nguyen H.T., Bray C., Levine R.E. (2008). Team-based learning in an undergraduate nursing course. Journal of Nursing Education, 47(3), 111-117. Dana S.W. (2007). Implementing Team-Based Learning in an introduction to law course. Journal of Legal Studies Education, 24(1), 59-108. Grady S.E. (2011). Team-based learning in pharmacotherapeutics. American Journal of Pharmaceutical Education, 75(7), 136. Jacobson T.E. (2011). Team-based learning in an information literacy course. Communications in Information Literacy, 5(2), 82-101. Letassy N.A., Fugate S.E., Medina M.S., Stroup J.S., Britton M.L.et al., (2008). Using Team-Based Learning in an endocrine module taught across two campuses. American Journal of Pharmaceutical Education, 72(5), 1-6. Levine R.E., O´Boyle M., Haider P., Lynn D.J., Stone M.M., Wolf D.V., Paniagua F.A. (2004). Transforming a clinical clerkship with team learning. Teaching and Learning in Medicine, 16(3), 270-275. Michaelsen L.K., Parmelee, D.X., McMahon K., Levine R.E. (2007). Team-based Learning for health profesión education: A guide to using small groups for improving learning. Sterling, VA: Stylus. Michaelsen L.K., Sweet M. (2008). The essential elements of Team Based Learning. New Directions for Teaching and Learning, 116, 7-27. Minna N., Newpher T.M. (2020). Comparing Active Learning to Team-Based Learning in Undergraduate Neuroscience. Journal of Undergraduate Neuroscience Education, 18(2), A102–A111. Nieder, J.L. Parmelee D.X. Stolfi A., Hudes P.D. (2005). Team-based learning in a medical gross anatomy and embryology course. Clinical Anatomy, 18(1), 56-63. Persky A.M. (2012). The impact of Team-based learning on foundational pharmacokinetics course. American Journal of Pharmaceutical Education, 76(2), 1-10. Sweet M., Michaelsen L.K. (2012). Team-based learning in the social sciences and humanities: Group work that Works to generate critical thinking and engagement. Sterling, VA: Stylus.
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