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I teach three non-IBC courses, but I want to be able to support the IBC courses.  I can see how it may be possible for me to apply some of these strategies to teach Pathophysiology, Medical Microbiology and Anatomy and Physiology by adapting the strategies to monitor progress (progress bingo instead of patient bingo) and event cards (scenarios) to make sure my students are always thinking in real-world contexts that will help them to pass the certification tests.

 

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