Immunology Education and Communication (EDU)

Immunology Education and Communication

(130) The multifaceted nature of digital distraction in contemporary learning environments

(411) Use of Pillars of Immunology to teach fundamental concepts of immunology to undergraduate students and create excitement for scientific enquiry

(412) Efficacy of in-house vs. third party resources on medical student NBME style exam performance

(413) You want me to use AI to write a research paper !? Teaching moments with generative AI to learn about autoimmune diseases in an Immunology course.

(414) Incoming medical students need tools to develop skills for critical thinking and become life-long learners to improve their overall performance.

(415) Effects of an Interactive Response Platform on Learning Outcomes in Medical and Pharmacy Students

(416) Novel hybrid exam introduces new medical students to collaborative learning and board style questions

(417) Introduction of a remediation process to support student learning in veterinary immunology

(419) Life-History Traits in the Context of Immunology: An Interactive Module

(420) Important considerations for the appropriate Immunology focus for COVID-19

(421) AAI-Recommended Immunology Content Learning Objectives for Undergraduate Medical Education in the U.S.A.

(422) From Classroom to Clinic: Using Analogies to Clarify Immunology Concepts and Connect with Patients

(423) Immunology and Infection Biology in Cinema: An Interdisciplinary Undergraduate Course

(424) Why do we need a New Bloom’s Taxonomy for Gen Z?

(425) Developing a Spiral Curriculum for Immunology in Undergraduate Medical Education: Lessons from Curricular Reforms in Azerbaijan

(426) Enhancing Classroom Engagement through Mood Assessment of Students

(427) Teachers' dilemma: Are we knowledge dispensers, coaches, mentors, or career advisors?

(429) Reels in Classroom Teaching: Enhancing Engagement and Learning

(430) The cognitive, technological, and pedagogical dimensions of declining attention spans in educational contexts.

(431) A Hybrid Grading Model for Immunology Education: Balancing Rigor and Equity

(432) Revisiting Chalk-and-Board Pedagogy in Immunology Education: A Cognitive and Visual Learning Perspective

(433) Recognizing and addressing the "walking dead" phenomenon is essential for revitalizing education.

(434) The phenomenon of Fear of Missing Out (FOMO) has emerged as a significant psychological and behavioral challenge in contemporary education.

(435) Assessing Medical Students' Views on Using Music Parodies To Teach Immunology, As Well As The Impact of Music on Student Wellness

(436) Evaluating Film and Anime as Tools for Introducing Immunology to Students

(437) Using dynamic model building and simulation to understand cytokines and adaptive immunity

(438) Using hand drawings as a visual learning tool to encourage medical students' understanding of complex contents of innate and adaptive immune responses