1424 related articles for article (PubMed ID: 25893940)
1. A novel student-led approach to multiple-choice question generation and online database creation, with targeted clinician input.
Harris BH; Walsh JL; Tayyaba S; Harris DA; Wilson DJ; Smith PE
Teach Learn Med; 2015; 27(2):182-8. PubMed ID: 25893940
[TBL] [Abstract][Full Text] [Related]
2. Medical school 2.0: How we developed a student-generated question bank using small group learning.
Gooi AC; Sommerfeld CS
Med Teach; 2015; 37(10):892-6. PubMed ID: 25310243
[TBL] [Abstract][Full Text] [Related]
3. Medical students create multiple-choice questions for learning in pathology education: a pilot study.
Grainger R; Dai W; Osborne E; Kenwright D
BMC Med Educ; 2018 Aug; 18(1):201. PubMed ID: 30134898
[TBL] [Abstract][Full Text] [Related]
4. Student-written single-best answer questions predict performance in finals.
Walsh J; Harris B; Tayyaba S; Harris D; Smith P
Clin Teach; 2016 Oct; 13(5):352-6. PubMed ID: 26450346
[TBL] [Abstract][Full Text] [Related]
5. Formative student-authored question bank: perceptions, question quality and association with summative performance.
Walsh JL; Harris BHL; Denny P; Smith P
Postgrad Med J; 2018 Feb; 94(1108):97-103. PubMed ID: 28866607
[TBL] [Abstract][Full Text] [Related]
6. Training Medical Students to Create and Collaboratively Review Multiple-Choice Questions: A Comprehensive Workshop.
Kurtz J; Holman B; Monrad SU
MedEdPORTAL; 2020 Oct; 16():10986. PubMed ID: 33083537
[TBL] [Abstract][Full Text] [Related]
7. Answering questions in a co-created formative exam question bank improves summative exam performance, while students perceive benefits from answering, authoring, and peer discussion: A mixed methods analysis of PeerWise.
Guilding C; Pye RE; Butler S; Atkinson M; Field E
Pharmacol Res Perspect; 2021 Aug; 9(4):e00833. PubMed ID: 34309243
[TBL] [Abstract][Full Text] [Related]
8. Innovative learning: employing medical students to write formative assessments.
Chamberlain S; Freeman A; Oldham J; Sanders D; Hudson N; Ricketts C
Med Teach; 2006 Nov; 28(7):656-9. PubMed ID: 17594561
[TBL] [Abstract][Full Text] [Related]
9. The evaluation of a peer-led question-writing task.
Nwosu A; Mason S; Roberts A; Hugel H
Clin Teach; 2013 Jun; 10(3):151-4. PubMed ID: 23656675
[TBL] [Abstract][Full Text] [Related]
10. Certainty rating in pre-and post-tests of study modules in an online clinical pharmacy course - A pilot study to evaluate teaching and learning.
Luetsch K; Burrows J
BMC Med Educ; 2016 Oct; 16(1):267. PubMed ID: 27741945
[TBL] [Abstract][Full Text] [Related]
11. A comparison of student performance in multiple-choice and long essay questions in the MBBS stage I physiology examination at the University of the West Indies (Mona Campus).
Pepple DJ; Young LE; Carroll RG
Adv Physiol Educ; 2010 Jun; 34(2):86-9. PubMed ID: 20522902
[TBL] [Abstract][Full Text] [Related]
12. A participatory learning approach to biochemistry using student authored and evaluated multiple-choice questions.
Bottomley S; Denny P
Biochem Mol Biol Educ; 2011; 39(5):352-61. PubMed ID: 21948507
[TBL] [Abstract][Full Text] [Related]
13. Development of a competency-based formative progress test with student-generated MCQs: Results from a multi-centre pilot study.
Wagener S; Möltner A; Tımbıl S; Gornostayeva M; Schultz JH; Brüstle P; Mohr D; Vander Beken A; Better J; Fries M; Gottschalk M; Günther J; Herrmann L; Kreisel C; Moczko T; Illg C; Jassowicz A; Müller A; Niesert M; Strübing F; Jünger J
GMS Z Med Ausbild; 2015; 32(4):Doc46. PubMed ID: 26483859
[TBL] [Abstract][Full Text] [Related]
14. 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]
15. University of Saskatchewan Radiology Courseware (USRC): an assessment of its utility for teaching diagnostic imaging in the medical school curriculum.
Burbridge B; Kalra N; Malin G; Trinder K; Pinelle D
Teach Learn Med; 2015; 27(1):91-8. PubMed ID: 25584477
[TBL] [Abstract][Full Text] [Related]
16. Evaluation of peer-generated MCQs to assess and support learning in a problem-based learning programme.
Botelho MG; Lam O; Watt RM; Leung D; Kember D
Eur J Dent Educ; 2018 Aug; 22(3):e358-e363. PubMed ID: 29266581
[TBL] [Abstract][Full Text] [Related]
17. Near-peer question writing and teaching programme.
Musbahi O; Nawab F; Dewan NI; Hoffer AJ; Ung JF; Suleman MT
Clin Teach; 2018 Oct; 15(5):387-392. PubMed ID: 28967198
[TBL] [Abstract][Full Text] [Related]
18. A comparative study of students' performance in preclinical physiology assessed by multiple choice and short essay questions.
Oyebola DD; Adewoye OE; Iyaniwura JO; Alada AR; Fasanmade AA; Raji Y
Afr J Med Med Sci; 2000; 29(3-4):201-5. PubMed ID: 11713989
[TBL] [Abstract][Full Text] [Related]
19. Development of a Web-based question database for students' self-assessment.
Hammoud MM; Barclay ML
Acad Med; 2002 Sep; 77(9):925. PubMed ID: 12228094
[TBL] [Abstract][Full Text] [Related]
20. Writing Multiple Choice Questions-Has the Student Become the Master?
Pham H; Court-Kowalski S; Chan H; Devitt P
Teach Learn Med; 2023; 35(3):356-367. PubMed ID: 35491868
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
