Anderson LM, Scrimshaw SC, Fullilove MT, Fielding JE, Normand J. Culturally competent healthcare system. A systematic review. Am J Prev Med. 2003;24:68–79.

Article  Google Scholar 

Horton R. The neglected epidemic of chronic disease. Lancet. 2005;366:1514.

Article  Google Scholar 

Strong K, Mathers C, Leeder S, Beaglehole R. Preventing chronic diseases: how many lives can we save? Lancet. 2005;366:1578–82.

Article  Google Scholar 

Yach D, Leeder SR, Bell J, Kistnasamy B. Global chronic diseases. Science. 2005;307:317.

Article  Google Scholar 

Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T, Fineberg H, Garcia P, Ke Y, Kelley P, Kistnasamy B, Meleis A, Naylor D, Pablos-Mendez A, Reddy S, Scrimshaw S, Sepulveda J, Serwadda D, Zurayk H. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The Lancet. 2010;376:1923–58.

Article  Google Scholar 

Sebok-Syer SS, Shaw JM, Asghar F, Panza M, Syer MD, Lingard L. A scoping review of approaches for measuring “interdependent” collaborative performances. Med Educ. 2021;55:1123–30.

Article  Google Scholar 

Vázquez-García M. Collaborative-group testing improves and knowledge retention of human physiology topics in second-year medical students. Adv Physiol Educ. 2018;42:232–9.

Article  Google Scholar 

Goldszmidt M, Dornam T, Lingard L. Progressive collaborative refinement on teams: implications for communication practices. Med Educ. 2014;48:301–14.

Article  Google Scholar 

Montrezor LH. Performance in physiology evaluation: possible improvement by active learning strategies. Adv Physiol Educ. 2016;40:454–7.

Article  Google Scholar 

Montrezor LH. Lecture and collaborative working improves the performance of medical students. Adv Physiol Educ. 2021;45:18–23.

Article  Google Scholar 

Halpin PA, Landon J. The art and practice of gratitude: practicing an overlooked skill to help undergraduate biology students become successful professional. Adv Physiol Educ. 2015;39:125–7.

Article  Google Scholar 

Metcalfe J. Learning from errors. Annu Rev Psychol. 2017;68:465–89.

Article  Google Scholar 

Armbruster P, Patel M, Johnson E, Weiss M. Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. CBE Life Sci Educ. 2009;8:203–13.

Article  Google Scholar 

Bery W. Surviving lecture. A pedagogical alternative. Coll Teach. 2008;56:149–53.

Article  Google Scholar 

Knight JK, Wood WB. Teaching more by lecturing less. Cell Biol Educ. 2005;4:298–310.

Article  Google Scholar 

Michael J. Where’s the evidence that active learning works? Adv Physiol Educ. 2006;30:159–67.

Article  Google Scholar 

Smith KA, Sheppard SD, Johnson DW, Johnson RT. Pedagogies of engagement: classroom-based practices. J Eng Educ. 2005;94:87–101.

Article  Google Scholar 

Reinhardt CH, Rosen EN. How much structuring is beneficial with regard to examination scores? A prospective study of three forms of active learning. Adv Physiol Educ. 2012;36:207–12.

Article  Google Scholar 

Barell J. Problem-based learning: the foundation for 21st Century skills. In: Bellanca J, Brandt R, editors. 21st Century skills: rethinking how students learn. Bloomington: Solution Tree Press; 2010. pp. 175–200.

Bender WN. Project-based learning: differentiating instruction for the 21st century. Thousand Oaks, CA: Corwin; 2012.

Google Scholar 

Maloney DH. Solving problems that count. Educ Leadersh. 2010;68(1):55–8.

Google Scholar 

Marcondes FK, Moura MJCS, Sanches A, Costa R, Lima PO, Groppo FC, Amaral MEC, Zeni P, Gavião KC, Montrezor LH. A puzzle used to teach the cardiac cycle. Av Physiol Educ. 2015;39:27–31.

Article  Google Scholar 

Cardozo LT, Castro AP, Guimarães AF, Gutierrez LLP, Montrezor LH, Marcondes FK. Integrating synapse, muscle contraction, and autonomic nervous system game: effect on learning and evaluation of students’ opinion. Adv Physiol Educ. 2020;44:153–62.

Article  Google Scholar 

Campos RP, Viero VP, Medeiros NM, Marcondes FK, Montrezor LH, Porawski M, Gutierrez LLP. The “Gut Game”: an active methodology to teach digestive physiology. Adv Physiol Educ. 2020;44:444–7.

Article  Google Scholar 

Pessoa PT, Palanch AC, Casale KR, Montrezor LH, Passos CLT, Azevedo MAR, Marcondes FK. An educational game for teaching osmolarity and tonicity: opinions of dental and medical students. Adv Physiol Educ. 2023;47:557–61.

Article  Google Scholar 

Lage MJ, Platt GJ, Treglia M. Inverting the classroom: a gateway to creating an inclusive learning environment. J Econ Educ. 2000;31:30–43.

Article  Google Scholar 

Michael J. Where’s the evidence that active learning works? Adv Physiol Educ. 2006;30:159–67.

Article  Google Scholar 

Richardson D. Don’t dump the didactic lecture; fix it. Adv Physiol Educ. 2008;32:23–4.

Article  Google Scholar 

White C, Bradley E, Martindale J, Roy P, Patel K, Yoon M, Worden MK. Why are medical students’ “checking out” of active learning in a new curriculum? Med Educ. 2014;48:315–24.

Article  Google Scholar 

Mehta S, Schukow CP, Takrani A, Ritchie RP, Wilkins CA, Faner MA. Understanding student characteristics in the development of active learning strategies. Med Sci Educ. 2022;32:615–26.

Article  Google Scholar 

Prince M. Does active learning works? A review of the research. J Eng Educ. 2004;93(3):223–31.

Article  Google Scholar 

Marzano RJ. Teaching with interactive white boards. Educ Leadership. 2009;87(3):80–2.

Google Scholar 

Geier R, Blumenfeld PC, Marx RW, Krajcik JS, Fishman BJ, Soloway E, Clay-Chambers J. Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform. J Res Sci Teach. 2008;45(8):922–39.

Article  Google Scholar 

Tsang A, Harris DM. Faculty and second-year medical student perceptions of active learning in an integrated curriculum. Adv Physiol Educ. 2016;40:446–53.

Article  Google Scholar 

Howe N, Strauss W. Millennials go to college: strategies for a new generation on campus. Great Falls, VA: Lifecourse Associates; 2003.

Google Scholar 

Rule A, Barbera M. Three authentic curriculum-integration approaches to bird adaptations that incorporate technology and thinking skills. Minneapolis: Cedar Falls: University of Northern Iowa, Metropolitan State University; 2008.

Google Scholar 

Drake K, Long D. Rebeccas’ in the dark: a comparative study of problem-based learning and direct instruction/experimental learning in two 4th grade classrooms. J Element Sci Educ. 2009;21(1):1–16.

Article  Google Scholar 

Johnson DW, Johnson RT, Stanne MB, Garibaldi A. Impact of group processing on achievement in cooperative groups. J Soc Psycho. 1990;130(4):507–16.

Article  Google Scholar 

Hudson JN, Croker A. Educating for a collaborative practice: an interpretation of current achievements and thoughts for future directions. Med Educ. 2018;52:114–24.

Article  Google Scholar 

Laal M, Laal M. Collaborative learning: what is it? Proc Soc Behavi Sci. 2012;31:491–5.

Article  Google Scholar 

Noerholk LM, Morcke AM, Kulasegaram K, Nøgaard LN, Hrmsen L, Andreasen LA, Pedersen NG, Johnsson V, Vamadevan A, Tolsgaard MG. Does group size matter during collaborative skills learning? A randomized study. Med Educ. 2022;56:680–9.

Article  Google Scholar 

Barber SJ, Rajaram S, Aron A. When two is too many: collaborative encoding impairs memory. Mem Cognit. 2010;38(3):255–64.

Article  Google Scholar 

Chi MTH, Wylie R. The ICAP framework: linking cognitive engagement to active learning outcomes. Educa Psychol. 2014;49(4):219–43.

Article  Google Scholar 

Quinlan KQ. What triggers student’s interest during higher education lectures? Personal and situational variables associated with situational interest. Stud High Educ. 2019;44(10):1781–92.

Article  Google Scholar 

Asem EK, Rajwa B. Impact of combination of short lecture and group discussion on the learning of physiology by nonmajor undergraduates. Adv Physiol Educ. 2023;47(1):1–12.

Article  Google Scholar