Comparative effects of test-enhanced learning and self-explanation on long-term retention.
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Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledgeThe Future of Medical Education: Assessing the Impact of Interventions on Long-Term Retention and Clinical Care.Student-directed retrieval practice is a predictor of medical licensing examination performance.Test-Enhanced E-Learning Strategies in Postgraduate Medical Education: A Randomized Cohort Study.Pharmacy student self-testing as a predictor of examination performance.Eliciting explanations: Constraints on when self-explanation aids learning.Taking the sting out of assessment: is there a role for progress testing?Test-enhanced learning of clinical reasoning: a crossover randomised trial.Hemispheric activation differences in novice and expert clinicians during clinical decision making.Picking the right dose: the challenges of applying spaced testing to education.Actual drawing of histological images improves knowledge retention.Use of Cumulative Assessments in U.S. Schools and Colleges of Pharmacy.The potential of neuroscience for health sciences education: towards convergence of evidence and resisting seductive allure.The effects of test-enhanced learning on long-term retention in AAN annual meeting courses.A Subgroup Analysis of the Impact of Self-testing Frequency on Examination Scores in a Pathophysiology Course.The benefits of testing for learning on later performance.Back to basics: keeping students cognitively active between the classroom and the examination.Interactive computer-assisted instruction in acid-base physiology for mobile computer platforms.Beyond "formative": assessments to enrich student learning.Examining the effect of self-explanation on cognitive integration of basic and clinical sciences in novices.Effects of Team-Based Learning on short-term and long-term retention of factual knowledge.The effect of self-explanation of pathophysiological mechanisms of diseases on medical students' diagnostic performance.The benefit of self-testing and interleaving for synthesizing concepts across multiple physiology texts.Educational intervention about oral piercing knowledge among dental students and adolescents at schools.Distributed retrieval practice promotes superior recall of anatomy information.A bridge too far.Self-testing produces superior recall of both familiar and unfamiliar muscle information.The potential and conditional benefits of retrieval practice on learning.Does medical students' diagnostic performance improve by observing examples of self-explanation provided by peers or experts?The effect of question generation activity on students' learning and perception.How can we teach medical students to choose wisely? A randomised controlled cross-over study of video- versus text-based case scenarios.Development, administration, and validity evidence of a subspecialty preparatory test toward licensure: a pilot studyRetention of Stroke Education Provided during Hospitalization: Does Provision of Required Education Increase Stroke Knowledge?
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P2860
Comparative effects of test-enhanced learning and self-explanation on long-term retention.
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article científic
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article scientifique
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articol științific
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articolo scientifico
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artigo científico
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artigo científico
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artigo científico
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artikel ilmiah
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artikull shkencor
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artículo científico
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name
Comparative effects of test-en ...... nation on long-term retention.
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Comparative effects of test-en ...... nation on long-term retention.
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Comparative effects of test-en ...... nation on long-term retention.
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P2860
P356
P1433
P1476
Comparative effects of test-enhanced learning and self-explanation on long-term retention
@en
P2093
Douglas P Larsen
Henry L Roediger
P2860
P304
P356
10.1111/MEDU.12141
P577
2013-07-01T00:00:00Z