These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

115 related articles for article (PubMed ID: 20515372)

  • 41. Benchmarking by cross-institutional comparison of student achievement in a progress test.
    Muijtjens AM; Schuwirth LW; Cohen-Schotanus J; Thoben AJ; van der Vleuten CP
    Med Educ; 2008 Jan; 42(1):82-8. PubMed ID: 18181848
    [TBL] [Abstract][Full Text] [Related]  

  • 42. Assessing the measurement properties of a clinical reasoning exercise.
    Wood TJ; Cunnington JP; Norman GR
    Teach Learn Med; 2000; 12(4):196-200. PubMed ID: 11273369
    [TBL] [Abstract][Full Text] [Related]  

  • 43. Tutoring in problem-based learning medical curricula: the influence of tutor background and style on effectiveness.
    Groves M; Régo P; O'Rourke P
    BMC Med Educ; 2005 Jun; 5(1):20. PubMed ID: 15938758
    [TBL] [Abstract][Full Text] [Related]  

  • 44. Can there be a single system for peer assessment of professionalism among medical students? A multi-institutional study.
    Arnold L; Shue CK; Kalishman S; Prislin M; Pohl C; Pohl H; Stern DT
    Acad Med; 2007 Jun; 82(6):578-86. PubMed ID: 17525545
    [TBL] [Abstract][Full Text] [Related]  

  • 45. PBL in physiotherapy: a review of perceptions and attitudes of students.
    Thavare V
    Pac Health Dialog; 2006 Sep; 13(2):137-9. PubMed ID: 18181403
    [TBL] [Abstract][Full Text] [Related]  

  • 46. The portfolio approach to competency-based assessment at the Cleveland Clinic Lerner College of Medicine.
    Dannefer EF; Henson LC
    Acad Med; 2007 May; 82(5):493-502. PubMed ID: 17457074
    [TBL] [Abstract][Full Text] [Related]  

  • 47. Innovative learning approaches in an established medical school: the experience at JUST in Jordan.
    Beni Hani I; Al Saudi K; Alkafagel A
    East Mediterr Health J; 2003; 9(5-6):1084-92. PubMed ID: 16450541
    [TBL] [Abstract][Full Text] [Related]  

  • 48. Learning syndromes afflicting beginning medical students: identification and treatment--reflections after forty years of teaching.
    Burns ER
    Med Teach; 2006 May; 28(3):230-3. PubMed ID: 16753720
    [TBL] [Abstract][Full Text] [Related]  

  • 49. Development of validated instrument to measure medical student learning in clinical urology: a step toward evidence based education.
    Kerfoot BP; Baker H; Volkan K; Church PA; Federman DD; Masser BA; DeWOLF WC
    J Urol; 2004 Jul; 172(1):282-5. PubMed ID: 15201795
    [TBL] [Abstract][Full Text] [Related]  

  • 50. Collaboration on progress testing in medical schools in the Netherlands.
    Schuwirth L; Bosman G; Henning RH; Rinkel R; Wenink AC
    Med Teach; 2010; 32(6):476-9. PubMed ID: 20515376
    [TBL] [Abstract][Full Text] [Related]  

  • 51. Assessment steers learning down the right road: impact of progress testing on licensing examination performance.
    Norman G; Neville A; Blake JM; Mueller B
    Med Teach; 2010; 32(6):496-9. PubMed ID: 20515380
    [TBL] [Abstract][Full Text] [Related]  

  • 52. A systemic framework for the progress test: strengths, constraints and issues: AMEE Guide No. 71.
    Wrigley W; van der Vleuten CP; Freeman A; Muijtjens A
    Med Teach; 2012; 34(9):683-97. PubMed ID: 22905655
    [TBL] [Abstract][Full Text] [Related]  

  • 53. Validity of very short answer versus single best answer questions for undergraduate assessment.
    Sam AH; Hameed S; Harris J; Meeran K
    BMC Med Educ; 2016 Oct; 16(1):266. PubMed ID: 27737661
    [TBL] [Abstract][Full Text] [Related]  

  • 54. Post-examination analysis of objective tests.
    Tavakol M; Dennick R
    Med Teach; 2011; 33(6):447-58. PubMed ID: 21609174
    [TBL] [Abstract][Full Text] [Related]  

  • 55. The overall impact of testing on medical student learning: quantitative estimation of consequential validity.
    Kreiter CD; Green J; Lenoch S; Saiki T
    Adv Health Sci Educ Theory Pract; 2013 Oct; 18(4):835-44. PubMed ID: 22886140
    [TBL] [Abstract][Full Text] [Related]  

  • 56. Difficult decisions for progress testing: how much and how often?
    Ricketts C; Freeman A; Pagliuca G; Coombes L; Archer J
    Med Teach; 2010; 32(6):513-5. PubMed ID: 20515384
    [TBL] [Abstract][Full Text] [Related]  

  • 57. Practical considerations in equating progress tests.
    Langer MM; Swanson DB
    Med Teach; 2010; 32(6):509-12. PubMed ID: 20515383
    [TBL] [Abstract][Full Text] [Related]  

  • 58. Insights gained from the analysis of performance and participation in online formative assessment.
    Kibble JD; Johnson TR; Khalil MK; Nelson LD; Riggs GH; Borrero JL; Payer AF
    Teach Learn Med; 2011 Apr; 23(2):125-9. PubMed ID: 21516598
    [TBL] [Abstract][Full Text] [Related]  

  • 59. Use of Progress Testing in a UK Dental Therapy and Hygiene Educational Program.
    Ali K; Zahra D; Tredwin C; Mcilwaine C; Jones G
    J Dent Educ; 2018 Feb; 82(2):130-136. PubMed ID: 29437844
    [TBL] [Abstract][Full Text] [Related]  

  • 60. Cross-institutional progress testing: feasibility and value to a new medical school.
    Finucane P; Flannery D; Keane D; Norman G
    Med Educ; 2010 Feb; 44(2):184-6. PubMed ID: 20059672
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 6.