222 related articles for article (PubMed ID: 23959790)
1. Peer assessment among first year medical students in anatomy.
Spandorfer J; Puklus T; Rose V; Vahedi M; Collins L; Giordano C; Schmidt R; Braster C
Anat Sci Educ; 2014; 7(2):144-52. PubMed ID: 23959790
[TBL] [Abstract][Full Text] [Related]
2. Use of individual feedback during human gross anatomy course for enhancing professional behaviors in doctor of physical therapy students.
Youdas JW; Krause DA; Hellyer NJ; Rindflesch AB; Hollman JH
Anat Sci Educ; 2013; 6(5):324-31. PubMed ID: 23509010
[TBL] [Abstract][Full Text] [Related]
3. Comparative efficacy of group and individual feedback in gross anatomy for promoting medical student professionalism.
Camp CL; Gregory JK; Lachman N; Chen LP; Juskewitch JE; Pawlina W
Anat Sci Educ; 2010; 3(2):64-72. PubMed ID: 20213851
[TBL] [Abstract][Full Text] [Related]
4. Peer-assessment of medical communication skills: the impact of students' personality, academic and social reputation on behavioural assessment.
Hulsman RL; Peters JF; Fabriek M
Patient Educ Couns; 2013 Sep; 92(3):346-54. PubMed ID: 23916674
[TBL] [Abstract][Full Text] [Related]
5. Reciprocal peer teaching: students teaching students in the gross anatomy laboratory.
Krych AJ; March CN; Bryan RE; Peake BJ; Pawlina W; Carmichael SW
Clin Anat; 2005 May; 18(4):296-301. PubMed ID: 15832347
[TBL] [Abstract][Full Text] [Related]
6. Effects of rater selection on peer assessment among medical students.
Lurie SJ; Nofziger AC; Meldrum S; Mooney C; Epstein RM
Med Educ; 2006 Nov; 40(11):1088-97. PubMed ID: 17054618
[TBL] [Abstract][Full Text] [Related]
7. A Novel Approach to Assessing Professionalism in Preclinical Medical Students Using Multisource Feedback Through Paired Self- and Peer Evaluations.
Emke AR; Cheng S; Chen L; Tian D; Dufault C
Teach Learn Med; 2017; 29(4):402-410. PubMed ID: 28498003
[TBL] [Abstract][Full Text] [Related]
8. Supporting students in self-regulation: use of formative feedback and portfolios in a problem-based learning setting.
Dannefer EF; Prayson RA
Med Teach; 2013 Aug; 35(8):655-60. PubMed ID: 23641921
[TBL] [Abstract][Full Text] [Related]
9. Temporal and group-related trends in peer assessment amongst medical students.
Lurie SJ; Nofziger AC; Meldrum S; Mooney C; Epstein RM
Med Educ; 2006 Sep; 40(9):840-7. PubMed ID: 16925633
[TBL] [Abstract][Full Text] [Related]
10. "Safe Harbor": evaluation of a professionalism case discussion intervention for the gross anatomy course.
Spampinato CM; Wittich CM; Beckman TJ; Cha SS; Pawlina W
Anat Sci Educ; 2014; 7(3):191-8. PubMed ID: 24039220
[TBL] [Abstract][Full Text] [Related]
11. Assessing professionalism in early medical education: experience with peer evaluation and self-evaluation in the gross anatomy course.
Bryan RE; Krych AJ; Carmichael SW; Viggiano TR; Pawlina W
Ann Acad Med Singap; 2005 Sep; 34(8):486-91. PubMed ID: 16205826
[TBL] [Abstract][Full Text] [Related]
12. Self-evaluation and peer-feedback of medical students' communication skills using a web-based video annotation system. Exploring content and specificity.
Hulsman RL; van der Vloodt J
Patient Educ Couns; 2015 Mar; 98(3):356-63. PubMed ID: 25433967
[TBL] [Abstract][Full Text] [Related]
13. Objective and subjective assessment of reciprocal peer teaching in medical gross anatomy laboratory.
Bentley BS; Hill RV
Anat Sci Educ; 2009; 2(4):143-9. PubMed ID: 19637291
[TBL] [Abstract][Full Text] [Related]
14. Impact of peer assessment on the professional development of medical students: a qualitative study.
Nofziger AC; Naumburg EH; Davis BJ; Mooney CJ; Epstein RM
Acad Med; 2010 Jan; 85(1):140-7. PubMed ID: 20042840
[TBL] [Abstract][Full Text] [Related]
15. Developing Professionalism via Multisource Feedback in Team-Based Learning.
Emke AR; Cheng S; Dufault C; Cianciolo AT; Musick D; Richards B; Violato C
Teach Learn Med; 2015; 27(4):362-5. PubMed ID: 26507992
[TBL] [Abstract][Full Text] [Related]
16. First-year medical students' assessment of their own communication skills: a video-based, open-ended approach.
Zick A; Granieri M; Makoul G
Patient Educ Couns; 2007 Oct; 68(2):161-6. PubMed ID: 17640843
[TBL] [Abstract][Full Text] [Related]
17. Fostering interprofessional teamwork in an academic medical center: Near-peer education for students during gross medical anatomy.
Shields RK; Pizzimenti MA; Dudley-Javoroski S; Schwinn DA
Anat Sci Educ; 2015; 8(4):331-7. PubMed ID: 24888728
[TBL] [Abstract][Full Text] [Related]
18. Using gross anatomy to teach and assess professionalism in the first year of medical school.
Swartz WJ
Clin Anat; 2006 Jul; 19(5):437-41. PubMed ID: 16683238
[TBL] [Abstract][Full Text] [Related]
19. Dynamic online peer evaluations to improve group assignments in nursing e-learning environment.
Adwan J
Nurse Educ Today; 2016 Jun; 41():67-72. PubMed ID: 27138485
[TBL] [Abstract][Full Text] [Related]
20. Effects of longitudinal small-group learning on delivery and receipt of communication skills feedback.
Chou CL; Masters DE; Chang A; Kruidering M; Hauer KE
Med Educ; 2013 Nov; 47(11):1073-9. PubMed ID: 24117553
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]