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 *

256 related articles for article (PubMed ID: 26450346)

  • 1. 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]  

  • 2. 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]  

  • 3. 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]  

  • 4. An investigation into the optimal number of distractors in single-best answer exams.
    Kilgour JM; Tayyaba S
    Adv Health Sci Educ Theory Pract; 2016 Aug; 21(3):571-85. PubMed ID: 26597452
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Comparing single-best-answer and very-short-answer questions for the assessment of applied medical knowledge in 20 UK medical schools: Cross-sectional study.
    Sam AH; Westacott R; Gurnell M; Wilson R; Meeran K; Brown C
    BMJ Open; 2019 Sep; 9(9):e032550. PubMed ID: 31558462
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Evaluation of outcomes of a formative objective structured clinical examination for second-year UK medical students.
    Chisnall B; Vince T; Hall S; Tribe R
    Int J Med Educ; 2015 Jun; 6():76-83. PubMed ID: 26094249
    [TBL] [Abstract][Full Text] [Related]  

  • 7. 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]  

  • 8. 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]  

  • 9. Do coursework summative assessments predict clinical performance? A systematic review.
    Terry R; Hing W; Orr R; Milne N
    BMC Med Educ; 2017 Feb; 17(1):40. PubMed ID: 28209159
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Influence of online formative assessment upon student learning in biomedical science courses.
    Olson BL; McDonald JL
    J Dent Educ; 2004 Jun; 68(6):656-9. PubMed ID: 15217084
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Early formative objective structured clinical examinations for students in the pre-clinical years of medical education: A non-randomized controlled prospective pilot study.
    Ouldali N; Le Roux E; Faye A; Leblanc C; Angoulvant F; Korb D; Delcour C; Caula C; Wohrer D; Rybak A; Delafoy M; Carrié C; Strullu M; Oualha M; Levy R; Mimoun C; Griffon L; Nuzzo A; Eyraud C; Levy M; Ellul P
    PLoS One; 2023; 18(12):e0294022. PubMed ID: 38060541
    [TBL] [Abstract][Full Text] [Related]  

  • 12. 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]  

  • 13. Effect of online formative assessment on summative performance in integrated musculoskeletal system module.
    Mitra NK; Barua A
    BMC Med Educ; 2015 Mar; 15():29. PubMed ID: 25884641
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Prior academic background and student performance in assessment in a graduate entry programme.
    Craig PL; Gordon JJ; Clark RM; Langendyk V
    Med Educ; 2004 Nov; 38(11):1164-8. PubMed ID: 15507010
    [TBL] [Abstract][Full Text] [Related]  

  • 15. 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]  

  • 16. Can teaching hospitals use serial formative OSCEs to improve student performance?
    Lien HH; Hsu SF; Chen SC; Yeh JH
    BMC Res Notes; 2016 Oct; 9(1):464. PubMed ID: 27737698
    [TBL] [Abstract][Full Text] [Related]  

  • 17. 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]  

  • 18. Can student tutors act as examiners in an objective structured clinical examination?
    Chenot JF; Simmenroth-Nayda A; Koch A; Fischer T; Scherer M; Emmert B; Stanske B; Kochen MM; Himmel W
    Med Educ; 2007 Nov; 41(11):1032-8. PubMed ID: 17973763
    [TBL] [Abstract][Full Text] [Related]  

  • 19. 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]  

  • 20. Performance of medical students in final professional examination: Can in-course continuous assessments predict students at risk?
    Nagandla K; Gupta ED; Motilal T; Teng CL; Gangadaran S
    Natl Med J India; 2018; 31(5):293-295. PubMed ID: 31267998
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 13.