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Getting More from Flashcards: Examples from Medical Microbiology

    Author: David S. Senchina1,†,*
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    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: [email protected].
    • 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.

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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2011-05-19
2020-02-25

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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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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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
Download as Powerpoint

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