1.A combination of active learning strategies improves student academic outcomes in first-year paramedic bioscience

作　　者：Puspha Sinnayah ;Joseph A. Rathner ;Daniel Loton 等

出　　处：Advances in Physiology Education. 2019 ;43(2):233-240.doi:10.1152/advan.00199.2018

出版社：The American Physiological Society

文章 ID：253261431

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2.The difference between a clinical technician and clinical practitioner is in the scope of practice: the need for a bioscience understanding in paramedicine

作　　者：Joseph A. Rathner ;Christine Kettle

出　　处：Advances in Physiology Education. 2019 ;43(4):541-545.doi:10.1152/advan.00113.2019

出版社：The American Physiological Society

文章 ID：253261472

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3.Student perceptions and learning outcomes of blended learning in a massive first-year core physiology for allied health subjects

作　　者：Janelle Page ;Terri Meehan-Andrews ;Nivan Weerakkody 等

出　　处：Advances in Physiology Education. 2017 ;41(1):44-55.doi:10.1152/advan.00005.2016

出版社：The American Physiological Society

文章 ID：191657891

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4.The use of team-based, guided inquiry learning to overcome educational disadvantages in learning human physiology: a structural equation model

作　　者：Joseph A. Rathner ;Graeme Byrne

出　　处：Advances in Physiology Education. 2014 ;38(3):221-228.doi:10.1152/advan.00131.2013

出版社：The American Physiological Society

文章 ID：186764978

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	Joseph A. Rathner	4篇
	Christine Kettle	1篇
	Daniel Loton	1篇
	Diane L. Hughes	1篇
	Graeme Byrne	1篇

	Janelle Page	1篇
	Nivan Weerakkody	1篇
	Peter Hartley	1篇
	Puspha Sinnayah	1篇
	Rudi Klein	1篇
	Terri Meehan-Andrews	1篇

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