A first-year foundational science course grew beyond its scope. Revitalization of the course was driven by second and third-year medical students, who created new learning objectives and edited cases that were well-received by course facilitators and students. The students' role in the course revitalization is a novel approach.
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Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC11180049 | PMC |
| http://dx.doi.org/10.1007/s40670-024-02028-6 | DOI Listing |
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