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 *

305 related articles for article (PubMed ID: 24111930)

  • 1. Motivating student learning using a formative assessment journey.
    Evans DJ; Zeun P; Stanier RA
    J Anat; 2014 Mar; 224(3):296-303. PubMed ID: 24111930
    [TBL] [Abstract][Full Text] [Related]  

  • 2. To quiz or not to quiz: Formative tests help detect students at risk of failing the clinical anatomy course.
    Azzi AJ; Ramnanan CJ; Smith J; Dionne É; Jalali A
    Anat Sci Educ; 2015; 8(5):413-20. PubMed ID: 25227111
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Associations between formative practice quizzes and summative examination outcomes in a medical anatomy course.
    McNulty JA; Espiritu BR; Hoyt AE; Ensminger DC; Chandrasekhar AJ
    Anat Sci Educ; 2015; 8(1):37-44. PubMed ID: 24596276
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students' Performance and Drive for Learning?
    Mogali SR; Rotgans JI; Rosby L; Ferenczi MA; Low Beer N
    Anat Sci Educ; 2020 Sep; 13(5):581-590. PubMed ID: 31733172
    [TBL] [Abstract][Full Text] [Related]  

  • 5. An investigation of preclinical medical students' preference for summative or formative assessment for physiology learning.
    Rae MG; Abdulla MH
    Adv Physiol Educ; 2023 Sep; 47(3):383-392. PubMed ID: 37141432
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Team Objective Structured Bedside Assessment (TOSBA) as formative assessment in undergraduate Obstetrics and Gynaecology: a cohort study.
    Deane RP; Joyce P; Murphy DJ
    BMC Med Educ; 2015 Oct; 15():172. PubMed ID: 26453191
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Human structure in six and one-half weeks: one approach to providing foundational anatomical competency in an era of compressed medical school anatomy curricula.
    Halliday N; O'Donoghue D; Klump KE; Thompson B
    Anat Sci Educ; 2015; 8(2):149-57. PubMed ID: 24996159
    [TBL] [Abstract][Full Text] [Related]  

  • 8. From Grading to Assessment for Learning: A Qualitative Study of Student Perceptions Surrounding Elimination of Core Clerkship Grades and Enhanced Formative Feedback.
    Seligman L; Abdullahi A; Teherani A; Hauer KE
    Teach Learn Med; 2021; 33(3):314-325. PubMed ID: 33228392
    [No Abstract]   [Full Text] [Related]  

  • 9. Evaluating dissection in the gross anatomy course: Correlation between quality of laboratory dissection and students outcomes.
    Nwachukwu C; Lachman N; Pawlina W
    Anat Sci Educ; 2015; 8(1):45-52. PubMed ID: 24799441
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Assessing student engagement and self-regulated learning in a medical gross anatomy course.
    Pizzimenti MA; Axelson RD
    Anat Sci Educ; 2015; 8(2):104-10. PubMed ID: 24845421
    [TBL] [Abstract][Full Text] [Related]  

  • 11. The assessment of a structured online formative assessment program: a randomised controlled trial.
    Palmer E; Devitt P
    BMC Med Educ; 2014 Jan; 14():8. PubMed ID: 24400883
    [TBL] [Abstract][Full Text] [Related]  

  • 12. The effectiveness of formative assessment in pathophysiology education from students' perspective: a questionnaire study.
    Cong X; Zhang Y; Xu H; Liu LM; Zheng M; Xiang RL; Wang JY; Jia S; Cai JY; Liu C; Wu LL
    Adv Physiol Educ; 2020 Dec; 44(4):726-733. PubMed ID: 33155832
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Evaluating a technology supported interactive response system during the laboratory section of a histology course.
    Rinaldi VD; Lorr NA; Williams K
    Anat Sci Educ; 2017 Jul; 10(4):328-338. PubMed ID: 28678444
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Constructive, collaborative, contextual, and self-directed learning in surface anatomy education.
    Bergman EM; Sieben JM; Smailbegovic I; de Bruin AB; Scherpbier AJ; van der Vleuten CP
    Anat Sci Educ; 2013; 6(2):114-24. PubMed ID: 22899567
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Fun, collaboration and formative assessment: skinquizition, a class wide gaming competition in a medical school with a large class.
    Schlegel EF; Selfridge NJ
    Med Teach; 2014 May; 36(5):447-9. PubMed ID: 24571695
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Ultrasound-based teaching of cardiac anatomy and physiology to undergraduate medical students.
    Hammoudi N; Arangalage D; Boubrit L; Renaud MC; Isnard R; Collet JP; Cohen A; Duguet A
    Arch Cardiovasc Dis; 2013 Oct; 106(10):487-91. PubMed ID: 23911833
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Does learning in clinical context in anatomical sciences improve examination results, learning motivation, or learning orientation?
    Böckers A; Mayer C; Böckers TM
    Anat Sci Educ; 2014; 7(1):3-11. PubMed ID: 23733503
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Investigating the use of quick response codes in the gross anatomy laboratory.
    Traser CJ; Hoffman LA; Seifert MF; Wilson AB
    Anat Sci Educ; 2015; 8(5):421-8. PubMed ID: 25288343
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Online feedback assessments in physiology: effects on students' learning experiences and outcomes.
    Marden NY; Ulman LG; Wilson FS; Velan GM
    Adv Physiol Educ; 2013 Jun; 37(2):192-200. PubMed ID: 23728137
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Summative assessments are more powerful drivers of student learning than resource intensive teaching formats.
    Raupach T; Brown J; Anders S; Hasenfuss G; Harendza S
    BMC Med; 2013 Mar; 11():61. PubMed ID: 23497243
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 16.