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Getting More from Flashcards: Examples from Medical Microbiology

    Author: David S. Senchina1,†,*
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Biology Department, 2507 University Ave., Drake University, Des Moines, IA 50311
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 19 May 2011
    • *Corresponding author. Mailing address: Drake University, Biology Department, 2507 University Ave., Des Moines, IA, 50311. Phone: (515) 271-2956. Fax: (515) 271-3702. E-mail: dssenchina@drake.edu.
    • Supplemental material available at http://jmbe.asm.org
    • Copyright © 2011, American Society for Microbiology
    Source: J. Microbiol. Biol. Educ. May 2011 vol. 12 no. 1 42-43. doi:10.1128/jmbe.v12i1.234
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    Abstract:

    Four flashcard techniques, developed to stimulate in-depth studying, are discussed in this activity. For each, a medical microbiology course-based example is given. Each activity assumes that students have already familiarized themselves with the names and/or definitions on the flashcards. Smaller sets of terms should be used when first introducing the strategies; once students gain proficiency, larger numbers of flashcards may be included. Technique variations and other applications are discussed.

Key Concept Ranking

Immune Systems
0.62923217
Nuclear Pores
0.6
RNA Viruses
0.51777345
Viruses
0.44948465
0.62923217

References & Citations

1. Cheng SM, Melanee EC, Rawson B 2008 Infection prevention and control learning preferences of nurses sampled at a teaching hospital Can J Infect Control 23 165 171 19024810
2. Dougherty RC 1997 Grade/performance contracts, enhanced communication, cooperative learning and student performance in undergraduate organic chemistry J Chem Educ 74 722 726 10.1021/ed074p722 http://dx.doi.org/10.1021/ed074p722
3. Kornell N, Son LK 2009 Learners’ choices and beliefs about self-testing Memory 17 493 501 10.1080/09658210902832915 19468957 http://dx.doi.org/10.1080/09658210902832915
4. Sleight DA, Mavis BE 2006 Study skills and academic performance among second-year medical students in problem-based learning Med Educ Online 11 23
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/content/journal/jmbe/10.1128/jmbe.v12i1.234
2011-05-19
2017-09-21

Abstract:

Four flashcard techniques, developed to stimulate in-depth studying, are discussed in this activity. For each, a medical microbiology course-based example is given. Each activity assumes that students have already familiarized themselves with the names and/or definitions on the flashcards. Smaller sets of terms should be used when first introducing the strategies; once students gain proficiency, larger numbers of flashcards may be included. Technique variations and other applications are discussed.

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Figures

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FIGURE I

RNA virus word list (a) with applications to In-and-Out (b) and Perfect Pairs (c) activities

Source: J. Microbiol. Biol. Educ. May 2011 vol. 12 no. 1 42-43. doi:10.1128/jmbe.v12i1.234
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Image of FIGURE 2

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FIGURE 2

Cell components word list (a) with applications to Venn diagram mapping (b) and procedural mapping (c)

Source: J. Microbiol. Biol. Educ. May 2011 vol. 12 no. 1 42-43. doi:10.1128/jmbe.v12i1.234
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