Repeated testing improves long-term retention relative to repeated study: a randomised controlled trial.
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Spaced education activates students in a theoretical radiological science course: a pilot studyAssessing basic life support skills without an instructor: is it possible?Cumulative assessment: strategic choices to influence students' study effort.Characterization of medical students recall of factual knowledge using learning objects and repeated testing in a novel e-learning system.Human structure in six and one-half weeks: one approach to providing foundational anatomical competency in an era of compressed medical school anatomy curricula.Challenging medical students with an interim assessment: a positive effect on formal examination score in a randomized controlled studyTest-enhanced learning: the potential for testing to promote greater learning in undergraduate science courses.Mnemonic strategy training improves memory for object location associations in both healthy elderly and patients with amnestic mild cognitive impairment: a randomized, single-blind study.The Future of Medical Education: Assessing the Impact of Interventions on Long-Term Retention and Clinical Care.An Analysis of the Top-cited Articles in Emergency Medicine Education Literature.Student-directed retrieval practice is a predictor of medical licensing examination performance.Explicit feedback to enhance the effect of an interim assessment: a cross-over study on learning effect and gender difference.Neural correlates of retrieval-based memory enhancement: an fMRI study of the testing effect.Ensuring the quality of multiple-choice exams administered to small cohorts: A cautionary tale.Influences on medical students' self-regulated learning after test completion.The importance of seeing the patient: test-enhanced learning with standardized patients and written tests improves clinical application of knowledge.Enhancing learning approaches: practical tips for students and teachers.Comparative effects of test-enhanced learning and self-explanation on long-term retention.Retrieval practice enhances new learning: the forward effect of testing.How to learn effectively in medical school: test yourself, learn actively, and repeat in intervals.Errorful and errorless learning: The impact of cue-target constraint in learning from errors.Taking the sting out of assessment: is there a role for progress testing?Integrating anatomy training into radiation oncology residency: considerations for developing a multidisciplinary, interactive learning module for adult learners.Progress testing: is there a role for the OSCE?Test-enhanced learning of clinical reasoning: a crossover randomised trial.Promoting an active form of learning out-of-class via answering online "study questions" leads to higher than expected exam scores in General BiologyA progressive assessment strategy improves student learning and perceived course quality in undergraduate physiology.Picking the right dose: the challenges of applying spaced testing to education.Can Item Keyword Feedback Help Remediate Knowledge Gaps?Use of Cumulative Assessments in U.S. Schools and Colleges of Pharmacy.The effects of test-enhanced learning on long-term retention in AAN annual meeting courses.Repeated testing to improve skills in a pharmacy practice laboratory course.A deliberate practice approach to teaching phylogenetic analysisEffect of feedback from standardized patients on medical students' performance and perceptions of the neurological examination.The benefits of testing for learning on later performance.Does student confidence on multiple-choice question assessments provide useful information?Technology-enabled assessment of health professions education: consensus statement and recommendations from the Ottawa 2010 Conference.Using electronic flashcards to promote learning in medical students: retesting versus restudying.Quizzes and conversations: exploring the role of retrieval in medical education.Retrieval practice is an efficient method of enhancing the retention of anatomy and physiology information.
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Repeated testing improves long-term retention relative to repeated study: a randomised controlled trial.
description
article científic
@ca
article scientifique
@fr
articolo scientifico
@it
artigo científico
@pt
bilimsel makale
@tr
scientific article published on December 2009
@en
vedecký článok
@sk
vetenskaplig artikel
@sv
videnskabelig artikel
@da
vědecký článek
@cs
name
Repeated testing improves long ...... a randomised controlled trial.
@en
Repeated testing improves long ...... a randomised controlled trial.
@nl
type
label
Repeated testing improves long ...... a randomised controlled trial.
@en
Repeated testing improves long ...... a randomised controlled trial.
@nl
prefLabel
Repeated testing improves long ...... a randomised controlled trial.
@en
Repeated testing improves long ...... a randomised controlled trial.
@nl
P2093
P1433
P1476
Repeated testing improves long ...... a randomised controlled trial.
@en
P2093
Andrew C Butler
Douglas P Larsen
Henry L Roediger
P304
P356
10.1111/J.1365-2923.2009.03518.X
P577
2009-12-01T00:00:00Z