CrossRef Text and Data Mining
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No difference in factual or conceptual recall comprehension for tablet, laptop, and handwritten note-taking by medical students in the United States: a survey-based observational study
Warren Wiechmann, Robert Edwards, Cheyenne Low, Alisa Wray, Megan Boysen-Osborn, Shannon Toohey
J Educ Eval Health Prof. 2022;19:8  Published online April 26, 2022

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Comparing factual recall of tapped vs. handwritten text
Acta Psychologica. 2021;212:103221   Crossref logo
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Medical students' note-taking in a medical biochemistry course: an initial exploration
Medical Education. 2002;36(4):384-386   Crossref logo
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Tablet Computer Use by Medical Students in the United States
Journal of Medical Systems. 2013;37(4):   Crossref logo
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An observational study of undergraduate students’ adoption of (mobile) note-taking software
Computers in Human Behavior. 2012;28(2):308-317   Crossref logo
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The Relationship of Handwriting Speed, Working Memory, Language Comprehension and Outlines to Lecture Note-taking and Test-taking among College Students
Applied Cognitive Psychology. 2012;27(1):115-126   Crossref logo
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Clinical factual recall in general practice
Medical Education. 1971;5(2):118-123   Crossref logo
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Characterization of medical students recall of factual knowledge using learning objects and repeated testing in a novel e-learning system
BMC Medical Education. 2015;15(1):   Crossref logo
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Gender-Based Analysis of Students’ Ability in Answering Factual and Vocabulary-in-Context Questions of the TOEFL-Like Reading Comprehension Test
PALAPA. 2021;9(1):1-17   Crossref logo
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Captions and reduced forms instruction: The impact on EFL students’ listening comprehension
ReCALL. 2013;26(1):44-61   Crossref logo

Effects of simulation-based learning on students' statistical factual, conceptual and application knowledge
Journal of Computer Assisted Learning. 2013;30(2):148-158   Crossref logo
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