about
The reliability, validity, and feasibility of multisource feedback physician assessment: a systematic reviewLeadership competencies for medical education and healthcare professions: population-based study.Likelihood of change: a study assessing surgeon use of multisource feedback data.A model of childhood perceived peer harassment: analyses of the Canadian National Longitudinal Survey of Children and Youth Data.Structural equation modeling in medical research: a primer.Temporal stability of objective structured clinical exams: a longitudinal study employing item response theory.Self and peer assessment of pediatricians, psychiatrists and medicine specialists: implications for self-directed learning.The assessment of emergency physicians by a regulatory authority.Assessment of radiology physicians by a regulatory authority.The development of a knowledge test of depression and its treatment for patients suffering from non-psychotic depression: a psychometric assessment.An analysis of long-term outcomes of the impact of curriculum: a comparison of the three- and four-year medical school curricula.The development of an instrument to assess clinical teaching with linkage to CanMEDS roles: A psychometric analysis.Multisource feedback to assess surgical practice: a systematic review.Informing web-based communication curricula in veterinary education: a systematic review of web-based methods used for teaching and assessing clinical communication in medical education.A meta-analysis of the educational effectiveness of three-dimensional visualization technologies in teaching anatomy.The effectiveness of physical models in teaching anatomy: a meta-analysis of comparative studies.How do physicians become medical experts? A test of three competing theories: distinct domains, independent influence and encapsulation models.Developing Professionalism via Multisource Feedback in Team-Based Learning.Cross-cultural construct validity study of professionalism of Vietnamese medical students.A predictive validity study of medical judgment vignettes to assess students' noncognitive attributes: a 3-year prospective longitudinal study.Clinical teaching as part of continuing professional development: Does teaching enhance clinical performance?Identifying a parsimonious model for predicting academic achievement in undergraduate medical education: A confirmatory factor analysisHow much do differences in medical schools influence student performance? A longitudinal study employing hierarchical linear modeling.Aptitude, achievement and competence in medicine: a latent variable path model.Changes in performance: a 5-year longitudinal study of participants in a multi-source feedback programme.Assessment of psychiatrists in practice through multisource feedback.A Longitudinal Study in Learning Preferences and Academic Performance in First Year Medical School.Standardised clients as assessors in a veterinary communication OSCE: a reliability and validity study.Correlates of emotional intelligence: results from a multi-institutional study among undergraduate medical students.Knowledge of and attitudes towards depression and adherence to treatment: the Antidepressant Adherence Scale (AAS).Standard Setting Methods for Pass/Fail Decisions on High-Stakes Objective Structured Clinical Examinations: A Validity Study.Measuring the effectiveness of small-group and web-based training methods in teaching clinical communication: a case comparison study.Students' perception on medical professionalism: the psychometric perspective.A meta-analysis of the published research on the affective, cognitive, and behavioral effects of corporal punishment.A generalizability analysis of a veterinary school Multiple Mini Interview: effect of number of interviewers, type of interviewers, and number of stations.Assessment of communication, professionalism, and surgical skills in an objective structured performance-related examination (OSPRE): a psychometric study.Using standardized essays in the veterinary medicine admissions process: are the ratings reliable and valid?Medical school curricula: do curricular approaches affect competence in medicine?How much do gastroenterology fellows know about nutrition?Clerkship evaluation--what are we measuring?
P50
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P50
description
hulumtues
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researcher
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wetenschapper
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հետազոտող
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name
Claudio Violato
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Claudio Violato
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Claudio Violato
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Claudio Violato
@nl
Claudio Violato
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type
label
Claudio Violato
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Claudio Violato
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Claudio Violato
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Claudio Violato
@nl
Claudio Violato
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prefLabel
Claudio Violato
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Claudio Violato
@en
Claudio Violato
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Claudio Violato
@nl
Claudio Violato
@sl
P106
P1153
6603960985
P21
P31
P496
0000-0001-7551-5621