Exploring the Dimensions of Medical Student Engagement with Technology‐Enhanced Learning Resources and Assessing the Impact on Assessment Outcomes

Pickering, JD orcid.org/0000-0002-0494-6712 and Swinnerton, BJ orcid.org/0000-0002-4241-4952 (2019) Exploring the Dimensions of Medical Student Engagement with Technology‐Enhanced Learning Resources and Assessing the Impact on Assessment Outcomes. Anatomical Sciences Education, 12 (2). pp. 117-128. ISSN 1935-9772

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Copyright, Publisher and Additional Information: 2018 American Association of Anatomists . This is an author produced version of a paper published in Anatomical Sciences Education. Uploaded in accordance with the publisher's self-archiving policy.
Keywords: gross anatomy education; medical education; anatomy education; undergraduate education; engagement; blended learning; motivation; technology-enhanced learning; assessment
Dates:
  • Accepted: 23 May 2018
  • Published (online): 31 August 2018
  • Published: 1 March 2019
Institution: The University of Leeds
Academic Units: The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds)
The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Medicine (Leeds) > Leeds Institute of Medical Education > Division of Anatomy (LIME) (Leeds)
Depositing User: Symplectic Publications
Date Deposited: 30 May 2018 10:32
Last Modified: 31 Aug 2019 00:40
Status: Published
Publisher: Wiley-Blackwell
Identification Number: https://doi.org/10.1002/ase.1810

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