about
The impact of item-writing flaws and item complexity on examination item difficulty and discrimination valueEvaluation of a Biomedical Informatics course for medical students: a pre-posttest study at UNAM Faculty of Medicine in MexicoeLearning among Canadian anesthesia residents: a survey of podcast use and content needs.The impact of formative testing on study behaviour and study performance of (bio)medical students: a smartphone application intervention study.Students' and teachers' perceptions of clinical assessment program: A qualitative study in a PBL curriculum.Physiology teaching and learning experience in a new modular curriculum at the National University of Rwanda.Study habits of Canadian urology residents: Implications for development of a competence by design curriculumDevelopment of a written assessment for a national interprofessional cardiotocography education programImpact of online education on intern behaviour around joint commission national patient safety goals: a randomised trial.Evaluation of effectiveness of instruction and study habits in two consecutive clinical semesters of the medical curriculum Munich (MeCuM) reveals the need for more time for self study and higher frequency of assessment.Preliminary report of a Web-based instrument to assess and teach knowledge and clinical thinking to medical student.Students' perceptions of anatomy across the undergraduate problem-based learning medical curriculum: a phenomenographical study.Program evaluation of a model to integrate internationally educated health professionals into clinical practice.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.The acquisition and retention of ECG interpretation skills after a standardized web-based ECG tutorial-a randomised study.Testing to enhance retention in human anatomyMeeting international standards: a cultural approach in implementing the mini-CEX effectively in Indonesian clerkships.Computer-based learning: interleaving whole and sectional representation of neuroanatomy.What is more effective: a daily or a weekly formative test?Challenging medical students with an interim assessment: a positive effect on formal examination score in a randomized controlled studyIs a picture worth a thousand words: an analysis of the difficulty and discrimination parameters of illustrated vs. text-alone vignettes in histology multiple choice questions.A Randomized Educational Intervention Trial to Determine the Effect of Online Education on the Quality of Resident-Delivered CareThe Future of Medical Education: Assessing the Impact of Interventions on Long-Term Retention and Clinical Care.Student assessment by objective structured examination in a neurology clerkship.Simulation-based multiprofessional obstetric anaesthesia training conducted in situ versus off-site leads to similar individual and team outcomes: a randomised educational trialLearning pathology using collaborative vs. individual annotation of whole slide images: a mixed methods trialStudent-directed retrieval practice is a predictor of medical licensing examination performance.Modelling the pre-assessment learning effects of assessment: evidence in the validity chain.Explicit feedback to enhance the effect of an interim assessment: a cross-over study on learning effect and gender difference.Using script theory to cultivate illness script formation and clinical reasoning in health professions education.Ubiquitous testing using tablets: its impact on medical student perceptions of and engagement in learningA randomized trial of two e-learning strategies for teaching substance abuse management skills to physiciansA comparison of the efficacy of test-driven learning versus self-assessment learning.Using reflection to influence practice: student perceptions of daily reflection in clinical education.The effect of a daily quiz (TOPday) on self-confidence, enthusiasm, and test results for biomechanics.Test-Enhanced E-Learning Strategies in Postgraduate Medical Education: A Randomized Cohort Study.Ensuring the quality of multiple-choice exams administered to small cohorts: A cautionary tale.Resident Development via Progress Testing and Test-Marking: An Innovation and Program Evaluation.Why don't they know enough about anatomy? A narrative review.
P2860
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P2860
description
2008 nî lūn-bûn
@nan
2008年の論文
@ja
2008年学术文章
@wuu
2008年学术文章
@zh
2008年学术文章
@zh-cn
2008年学术文章
@zh-hans
2008年学术文章
@zh-my
2008年学术文章
@zh-sg
2008年學術文章
@yue
2008年學術文章
@zh-hant
name
Test-enhanced learning in medical education.
@en
Test-enhanced learning in medical education.
@nl
type
label
Test-enhanced learning in medical education.
@en
Test-enhanced learning in medical education.
@nl
prefLabel
Test-enhanced learning in medical education.
@en
Test-enhanced learning in medical education.
@nl
P1433
P1476
Test-enhanced learning in medical education.
@en
P2093
Douglas P Larsen
Henry L Roediger
P304
P356
10.1111/J.1365-2923.2008.03124.X
P577
2008-10-01T00:00:00Z