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.
197 related articles for article (PubMed ID: 21609174)
1. 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]
2. Post-examination interpretation of objective test data: monitoring and improving the quality of high-stakes examinations: AMEE Guide No. 66. Tavakol M; Dennick R Med Teach; 2012; 34(3):e161-75. PubMed ID: 22364473 [TBL] [Abstract][Full Text] [Related]
3. Reducing the number of options on multiple-choice questions: response time, psychometrics and standard setting. Schneid SD; Armour C; Park YS; Yudkowsky R; Bordage G Med Educ; 2014 Oct; 48(10):1020-7. PubMed ID: 25200022 [TBL] [Abstract][Full Text] [Related]
4. Validity, reliability, and defensibility of assessments in veterinary education. Hecker K; Violato C J Vet Med Educ; 2009; 36(3):271-5. PubMed ID: 19861713 [TBL] [Abstract][Full Text] [Related]
5. Education techniques for lifelong learning: writing multiple-choice questions for continuing medical education activities and self-assessment modules. Collins J Radiographics; 2006; 26(2):543-51. PubMed ID: 16549616 [TBL] [Abstract][Full Text] [Related]
6. Reliability: on the reproducibility of assessment data. Downing SM Med Educ; 2004 Sep; 38(9):1006-12. PubMed ID: 15327684 [TBL] [Abstract][Full Text] [Related]
7. Are extended-matching multiple-choice items appropriate for a final test in medical education? Beullens J; Van Damme B; Jaspaert H; Janssen PJ Med Teach; 2002 Jul; 24(4):390-5. PubMed ID: 12193322 [TBL] [Abstract][Full Text] [Related]
8. The frequency of item writing flaws in multiple-choice questions used in high stakes nursing assessments. Tarrant M; Knierim A; Hayes SK; Ware J Nurse Educ Today; 2006 Dec; 26(8):662-71. PubMed ID: 17014932 [TBL] [Abstract][Full Text] [Related]
9. Twelve tips to aid interpretation of post-assessment psychometric reports. Tavakol M; O'Brien DG; Sharpe CC; Stewart C Med Teach; 2024 Feb; 46(2):188-195. PubMed ID: 37542358 [TBL] [Abstract][Full Text] [Related]
10. The effects of violating standard item writing principles on tests and students: the consequences of using flawed test items on achievement examinations in medical education. Downing SM Adv Health Sci Educ Theory Pract; 2005; 10(2):133-43. PubMed ID: 16078098 [TBL] [Abstract][Full Text] [Related]
11. A modified electronic key feature examination for undergraduate medical students: validation threats and opportunities. Fischer MR; Kopp V; Holzer M; Ruderich F; Jünger J Med Teach; 2005 Aug; 27(5):450-5. PubMed ID: 16147800 [TBL] [Abstract][Full Text] [Related]
12. The criteria and analysis of good multiple choice questions in a health professional setting. Abdel-Hameed AA; Al-Faris EA; Alorainy IA; Al-Rukban MO Saudi Med J; 2005 Oct; 26(10):1505-10. PubMed ID: 16228046 [TBL] [Abstract][Full Text] [Related]
13. A plea for the proper use of criterion-referenced tests in medical assessment. Ricketts C Med Educ; 2009 Dec; 43(12):1141-6. PubMed ID: 19930504 [TBL] [Abstract][Full Text] [Related]
14. Validating the Medical Data Interpretation Test in a Dutch population. Smerecnik CM; Mesters I Patient Educ Couns; 2007 Nov; 68(3):287-90. PubMed ID: 17686603 [TBL] [Abstract][Full Text] [Related]
15. Measuring patient knowledge of the risks and benefits of prostate cancer screening. Radosevich DM; Partin MR; Nugent S; Nelson D; Flood AB; Holtzman J; Dillon N; Haas M; Wilt TJ Patient Educ Couns; 2004 Aug; 54(2):143-52. PubMed ID: 15288907 [TBL] [Abstract][Full Text] [Related]
16. Comprehensive undergraduate medical assessments improve prediction of clinical performance. Wilkinson TJ; Frampton CM Med Educ; 2004 Oct; 38(10):1111-6. PubMed ID: 15461657 [TBL] [Abstract][Full Text] [Related]
17. Psychometric evaluation of a knowledge based examination using Rasch analysis: an illustrative guide: AMEE guide no. 72. Tavakol M; Dennick R Med Teach; 2013; 35(1):e838-48. PubMed ID: 23137252 [TBL] [Abstract][Full Text] [Related]
18. The relationship between second-year medical students' OSCE scores and USMLE Step 1 scores. Simon SR; Volkan K; Hamann C; Duffey C; Fletcher SW Med Teach; 2002 Sep; 24(5):535-9. PubMed ID: 12450476 [TBL] [Abstract][Full Text] [Related]
19. The modified essay question: its exit from the exit examination? Palmer EJ; Duggan P; Devitt PG; Russell R Med Teach; 2010; 32(7):e300-7. PubMed ID: 20653373 [TBL] [Abstract][Full Text] [Related]
20. Assessing students' communication skills: validation of a global rating. Scheffer S; Muehlinghaus I; Froehmel A; Ortwein H Adv Health Sci Educ Theory Pract; 2008 Dec; 13(5):583-92. PubMed ID: 17636371 [TBL] [Abstract][Full Text] [Related] [Next] [New Search]