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PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes.Use of structured musculoskeletal examination routines in undergraduate medical education and postgraduate clinical practice - a UK survey.Conveying practical clinical skills with the help of teaching associates-a randomised trial with focus on the long term learning retention.Visions and reality: the idea of competence-oriented assessment for German medical students is not yet realised in licensing examinations.Utilization and acceptance of virtual patients in veterinary basic sciences - the vetVIP-project.Assessing family medicine trainees--what can we learn from the European neighbours?Assessment at UK medical schools varies substantially in volume, type and intensity and correlates with postgraduate attainmentProblem-based learning in resource-poor settings: lessons from a medical school in GhanaStudent performance and grading changes in a systems-based curriculum."Alcohol and nicotine"--Concept and evaluation of an interdisciplinary elective course with OSPE in preclinical medical education.Motivation as an independent and a dependent variable in medical education: a review of the literature.How can clinical anatomy teaching be rationalized?What difficulties do faculty members face when conducting workplace-based assessments in undergraduate clerkships?Embedding responsible conduct in learning and research into an Australian undergraduate curriculum.A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40.Effective methods of teaching and learning in anatomy as a basic science: A BEME systematic review: BEME guide no. 44.Assessment of anatomical knowledge: Approaches taken by higher education institutions.Academic performance and perception of learning following a peer coaching teaching and assessment strategy.A Qualitative Exploration of the Help-Seeking Behaviors of Students Who Experience Psychological Distress Around Assessment at Medical School.The Blooming Anatomy Tool (BAT): A discipline-specific rubric for utilizing Bloom's taxonomy in the design and evaluation of assessments in the anatomical sciences.An algorithm for calculating exam quality as a basis for performance-based allocation of funds at medical schools.Towards a better medical curriculum.Computer model for the cardiovascular system: development of an e-learning tool for teaching of medical students.What do the public know about anatomy? Anatomy education to the public and the implications.Practical session assessments in human anatomy: Weightings and performance.Assessing student engagement and self-regulated learning in a medical gross anatomy course.Peer-assisted learning in a student-run free clinic project increases clinical competence.Group in-course assessment promotes cooperative learning and increases performance.The intelligent anatomy spotter: A new approach to incorporate higher levels of Bloom's taxonomy.The Case for Transitioning to Pass/Fail Grading on Psychiatry Clerkships.Medical student use of Facebook to support preparation for anatomy assessments.Comparison of a newly established emotional stimulus approach to a classical assessment-driven approach in BLS training: a randomised controlled trial.Are medical students being taught anatomy in a way that best prepares them to be a physician?Teaching psychological processes and psychotherapy to medical students.Developing understandings of clinical placement learning in three professions: work that is critical to care.Twelve tips for improving the effectiveness of web-based multimedia instruction for clinical learners.Curriculum integration = course disintegration: what does this mean for anatomy?The Impact of a Revised Curriculum on Academic Motivation, Burnout, and Quality of Life Among Medical Students.An Anatomy Massive Open Online Course as a Continuing Professional Development Tool for Healthcare ProfessionalsE-learning for chest x-ray interpretation improves medical student skills and confidence levels
P2860
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P2860
description
2009 nî lūn-bûn
@nan
2009年の論文
@ja
2009年学术文章
@wuu
2009年学术文章
@zh-cn
2009年学术文章
@zh-hans
2009年学术文章
@zh-my
2009年学术文章
@zh-sg
2009年學術文章
@yue
2009年學術文章
@zh
2009年學術文章
@zh-hant
name
Assessment drives learning: an unavoidable truth?
@en
Assessment drives learning: an unavoidable truth?
@nl
type
label
Assessment drives learning: an unavoidable truth?
@en
Assessment drives learning: an unavoidable truth?
@nl
prefLabel
Assessment drives learning: an unavoidable truth?
@en
Assessment drives learning: an unavoidable truth?
@nl
P2093
P356
P1476
Assessment drives learning: an unavoidable truth?
@en
P2093
Arnold Somasunderam
Michelle Penn
Scarpa Schoeman
P304
P356
10.1002/ASE.102
P577
2009-10-01T00:00:00Z