Leveraging learning science to improve student outcomes in asynchronous online medical terminology education

Leveraging learning science to improve student outcomes in asynchronous online medical terminology education

Background Online instruction within higher education is a growing trend. Asynchronous online courses vary widely in design elements. Research is needed to evaluate the impact of course design on student outcomes. A large, asynchronous undergraduate medical terminology course was modified to increas...

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Bibliographic Details
Main Authors: Kimberley Scott, Julie Young, Jeff Barbee, Marcia Nahikian-Nelms
Format: Article
Language:English
Published: Taylor & Francis Group 2024-12-01
Series:Medical Education Online
Subjects:
Instructional design
medical education research
education environment
learning outcomes
course design
Online Access:https://www.tandfonline.com/doi/10.1080/10872981.2024.2413051
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