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Ming, C. H. (2019). Fragmented teaching and compartmentalized learning. JKKI : Jurnal Kedokteran Dan Kesehatan Indonesia, 10(2), 105–106. https://doi.org/10.20885/JKKI.Vol10.Iss2.art1
References
- Cheng HM, Damayanthi D. Misconception highlighted among medical students in the International
- Intermedical School Physiology Quiz. Advances in Physiology Education.2012; 36(3):
- -232.
- Cheng HM. Thinking Through Physiology. Malaysia: Pearson, 2013.
- Cheng HM and Hoe SZ. To pee and to poo: Cross organ principles and mechanisms in renal
- and gastrointestinal physiology. BLDE University Journal of Health Sciences. 2019;4: 23-27.
- Cheng HM and Jusof F. Defining Physiology: Principles, Themes, Concepts. Cardiovascular, Respiratory
- and Renal Physiology. Springer, 2018.
- Cheng HM. Conceptual Learning in Physiology. 2014. Malaysia,Pearson.
References
Cheng HM, Damayanthi D. Misconception highlighted among medical students in the International
Intermedical School Physiology Quiz. Advances in Physiology Education.2012; 36(3):
-232.
Cheng HM. Thinking Through Physiology. Malaysia: Pearson, 2013.
Cheng HM and Hoe SZ. To pee and to poo: Cross organ principles and mechanisms in renal
and gastrointestinal physiology. BLDE University Journal of Health Sciences. 2019;4: 23-27.
Cheng HM and Jusof F. Defining Physiology: Principles, Themes, Concepts. Cardiovascular, Respiratory
and Renal Physiology. Springer, 2018.
Cheng HM. Conceptual Learning in Physiology. 2014. Malaysia,Pearson.