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Attendees had the opportunity to select from eight different “show and tell” demonstrations and, at a designated time interval, moved to another demonstration. Surveys and reflective assignments can be used to foster students’ metacognitive skill development and to check for conceptual understanding.

This format is designed to encourage a high level of interaction between presenters and attendees. Using a course wiki can build collaboration in a large classroom and help students work well together.

The flashcards help students commit information to memory by instantiating two well-established psychological effects: the retrieval-practice effect and the spacing effect.

As class sizes increase, wikis offer the possibility of making large classes feel more intimate. A., Director, Standardized Patient Program Through the Standardized Patient Program, students interact with simulated patients to enhance their clinical skills.

Considered together, these tools also help faculty gain important insights into their students’ thinking and learning. METI Learning Space helps students improve performance by obtaining faculty feedback on their history taking, physical exam, and clinical communication skills.

The product was underwritten by a grant from the AAMC Southern Group on Education Affairs (SGEA), Medical Education Scholarship Research and Education (MESRE).

The University of Louisville School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

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