Skip to main content
Journal ArticleOPEN ACCESS

Active peer-mentored learning can improve student understanding of physiological concepts in an undergraduate journal club

Advances in Physiology Education (2019) 43(3) 359-364
DOI: 10.1152/advan.00049.2019
4Citations
Citations of this article
15Readers
Mendeley users who have this article in their library.

This article is free to access.

Cite

CITATION STYLE

APA

Drumm, B. T., Rae, M. G., & Ward, S. M. (2019). Active peer-mentored learning can improve student understanding of physiological concepts in an undergraduate journal club. Advances in Physiology Education, 43(3), 359–364. https://doi.org/10.1152/advan.00049.2019

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free