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The process of curricular integration and its effects on anatomical knowledge retention


Journal article


Xiantong Zhao, E. Goldman, Tara Banani, Kathleen Kline, Kirsten M Brown, Juliet Lee, R. Jurjus
Clinical anatomy (New York, N.Y. Print), 2020

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APA   Click to copy
Zhao, X., Goldman, E., Banani, T., Kline, K., Brown, K. M., Lee, J., & Jurjus, R. (2020). The process of curricular integration and its effects on anatomical knowledge retention. Clinical Anatomy (New York, N.Y. Print).


Chicago/Turabian   Click to copy
Zhao, Xiantong, E. Goldman, Tara Banani, Kathleen Kline, Kirsten M Brown, Juliet Lee, and R. Jurjus. “The Process of Curricular Integration and Its Effects on Anatomical Knowledge Retention.” Clinical anatomy (New York, N.Y. Print) (2020).


MLA   Click to copy
Zhao, Xiantong, et al. “The Process of Curricular Integration and Its Effects on Anatomical Knowledge Retention.” Clinical Anatomy (New York, N.Y. Print), 2020.


BibTeX   Click to copy

@article{xiantong2020a,
  title = {The process of curricular integration and its effects on anatomical knowledge retention},
  year = {2020},
  journal = {Clinical anatomy (New York, N.Y. Print)},
  author = {Zhao, Xiantong and Goldman, E. and Banani, Tara and Kline, Kathleen and Brown, Kirsten M and Lee, Juliet and Jurjus, R.}
}

Abstract

Integration has been recognized as an important aspect of medical education. After transitioning from a discipline‐specific to a systems‐based preclinical curriculum, we examined faculty perceptions of the integrated approach and also whether it would lead to better anatomy knowledge retention.


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