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Leveraging Multiple Analytic Frameworks to Assess the Stability of Students’ Knowledge in Physiology
Published Online:23 Jan 2020https://doi.org/10.1187/cbe.18-08-0160
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Downloads: 469
Citations: 6
Submitted: 20 August 2018
Revised: 18 October 2019
Accepted: 28 October 2019
© 2020 M. Lira and S. M. Gardner. CBE—Life Sciences Education © 2020 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
We thank Carly Richards (C.R.) for her support on portions of the analysis presented in this paper. We also thank two anonymous reviewers for their insightful and constructive comments.
