Marjan Slak Rupnik
Biographic Data
| ID | 7722394 |
|---|---|
| NAME | Marjan Slak Rupnik |
| GIVEN NAMES | Marjan Slak |
| FAMILY NAME | Rupnik |
| SIGNATURE | RUPNIK M S |
| AFFILIATIONS | Medical University of Vienna |
| ORCID | 0000-0002-3744-4882 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Short-term cognitive learning outcomes in team-based learning
Assigning students to work in permanent teams is a design principle in Team-based learning (TBL). It has been assumed that a stable team composition supports the emergence of collaborative problem-solving and learning: when students became more familiar with each other, they shared more information and resolved discrepancies together, which in turn stimulated knowledge acquisition and comprehension. However, this assumption had not been probed by…
The use of equivalent electronic circuits in simulating physiological processes
This paper is a report on one of the modern approaches to teaching physiology to postgraduate medical students. The aim is to promote qualitative as well as quantitative analog thinking about physiological processes. To meet this aim the concept of equivalent electronic circuits was introduced in teaching. Two examples of simulation of physiological phenomena by equivalent electronic circuits are described: (1) a pump for building-up the concentr…
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The use of equivalent electronic circuits in simulating physiological processes
This paper is a report on one of the modern approaches to teaching physiology to postgraduate medical students. The aim is to promote qualitative as well as quantitative analog thinking about physiological processes. To meet this aim the concept of equivalent electronic circuits was introduced in teaching. Two examples of simulation of physiological phenomena by equivalent electronic circuits are described: (1) a pump for building-up the concentr…
Short-term cognitive learning outcomes in team-based learning
Assigning students to work in permanent teams is a design principle in Team-based learning (TBL). It has been assumed that a stable team composition supports the emergence of collaborative problem-solving and learning: when students became more familiar with each other, they shared more information and resolved discrepancies together, which in turn stimulated knowledge acquisition and comprehension. However, this assumption had not been probed by…
Mathematics education (2 works) · Applied Psychology (1 work) · Applied Psychology (1 work) · Clinical Reasoning and Diagnostic Skills (1 work) · Cognition (1 work) · Computer Science (1 work) · Cooperative learning (1 work) · Electrical engineering (1 work) · Electronic circuit (1 work) · Engineering (1 work)