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Machemer, P. L., & Crawford, P. (2007). Student Perceptions of Active Learning in a Large Cross-Disciplinary Classroom. Active Learning in Higher Education, 8, 9-30.
https://doi.org/10.1177/1469787407074008

has been cited by the following article:

• TITLE: Using Theoretical Frameworks to Teach Anatomy

  AUTHORS: Duy Le Dinh Tran, Zarrin Seema Siddiqui

  KEYWORDS: Medical Education, Innovation, Teaching and Learning

  JOURNAL NAME: Creative Education, Vol.15 No.7, July 22, 2024

  ABSTRACT: Active learning is incorporated in medical education at all levels and disciplines including Anatomy. Anatomy is recognized as a central core of health professions education and innovative approaches are reported in the literature to teach anatomy. However, many of these approaches do not describe the theoretical frameworks on which these approaches were based. In this article, we present the theoretical frameworks which may be considered by the faculty when designing learning experiences for the students. These theoretical frameworks set the foundation of active learning with clear aims behind the use of a particular innovative method. Each theoretical framework follows example(s) to make it easier to understand and apply in any setting.