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 *

105 related articles for article (PubMed ID: 30070247)

  • 1. Study on the impact of open and closed book formative examinations on pharmacy students' performance, perception, and learning approach.
    Ramamurthy S; Meng Er H; Nadarajah VD; Pook PCK
    Curr Pharm Teach Learn; 2016; 8(3):364-374. PubMed ID: 30070247
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Influences of deep learning, need for cognition and preparation time on open- and closed-book test performance.
    Heijne-Penninga M; Kuks JBM; Hofman WHA; Cohen-Schotanus J
    Med Educ; 2010 Sep; 44(9):884-891. PubMed ID: 20716098
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Effect of Changing From Closed-Book to Formulary-Allowed Examinations.
    Malone DT; Chuang S; Yuriev E; Short JL
    Am J Pharm Educ; 2021 Jan; 85(1):7990. PubMed ID: 34281816
    [No Abstract]   [Full Text] [Related]  

  • 4. 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]  

  • 5. 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]  

  • 6. Influence of open- and closed-book tests on medical students' learning approaches.
    Heijne-Penninga M; Kuks JB; Hofman WH; Cohen-Schotanus J
    Med Educ; 2008 Oct; 42(10):967-74. PubMed ID: 18823515
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Effects of a blended design of closed-book and open-book examinations on dental students' anxiety and performance.
    Hong S; Go B; Rho J; An S; Lim C; Seo DG; Ihm J
    BMC Med Educ; 2023 Jan; 23(1):25. PubMed ID: 36635682
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Effects of Transition from Closed-Book to Open-Book Assessment on Students' Scores in a Pharmacokinetics Course.
    Mehvar R; Beuttler R
    Pharmacy (Basel); 2023 Aug; 11(5):. PubMed ID: 37736906
    [TBL] [Abstract][Full Text] [Related]  

  • 9. A systematic review comparing open-book and closed-book examinations: Evaluating effects on development of critical thinking skills.
    Johanns B; Dinkens A; Moore J
    Nurse Educ Pract; 2017 Nov; 27():89-94. PubMed ID: 28881323
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Remote online open book examinations: through the lenses of faculty and students in health professions programmes.
    Er HM; Wong PS; Nadarajah VD
    BMC Med Educ; 2023 Jun; 23(1):397. PubMed ID: 37268906
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Nursing and midwifery students' perception of learning enablers and gains in the first semester of their BSc programmes: A cross sectional study.
    Redmond C; Davies C; Halligan P; Joye R; Carroll L; Frawley T
    Nurse Educ Today; 2018 Jun; 65():242-249. PubMed ID: 29627518
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Student performance on practical gross anatomy examinations is not affected by assessment modality.
    Meyer AJ; Innes SI; Stomski NJ; Armson AJ
    Anat Sci Educ; 2016; 9(2):111-20. PubMed ID: 25981194
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Students' perception of an integrated approach of teaching entire sequence of medicinal chemistry, pharmacology, and pharmacotherapeutics courses in PharmD curriculum.
    Islam MA; Schweiger TA
    J Pharm Pract; 2015 Apr; 28(2):220-6. PubMed ID: 25864790
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Impact of Faculty Development Workshops in Student-Centered Teaching Methodologies on Faculty Members' Teaching and Their Students' Perceptions.
    Tricio JA; Montt JE; Ormeño AP; Del Real AJ; Naranjo CA
    J Dent Educ; 2017 Jun; 81(6):675-684. PubMed ID: 28572413
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Integrating students' reflection-in-learning and examination performance as a method for providing educational feedback.
    Devi V; Mandal T; Kodidela S; Pallath V
    J Postgrad Med; 2012; 58(4):270-4. PubMed ID: 23298922
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Practical Considerations for Online Open Book Examinations in Remote Settings.
    Er HM; Nadarajah VD; Wong PS; Mitra NK; Ibrahim Z
    MedEdPublish (2016); 2020; 9():153. PubMed ID: 38073814
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Open book tests: assessment of academic learning in clerkships.
    Broyles IL; Cyr PR; Korsen N
    Med Teach; 2005 Aug; 27(5):456-62. PubMed ID: 16147801
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Blended Learning: The impact of blackboard formative assessment on the final marks and students' perception of its effectiveness.
    Baig M; Gazzaz ZJ; Farouq M
    Pak J Med Sci; 2020; 36(3):327-332. PubMed ID: 32292428
    [TBL] [Abstract][Full Text] [Related]  

  • 19. 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]  

  • 20. Improving Dental Students' Long-Term Retention of Pharmacy Knowledge with "Medication Minutes".
    Persky AM; Wells MA; Sanders KA; Fiordalisi J; Downey C; Anksorus HN
    J Dent Educ; 2017 Sep; 81(9):1077-1084. PubMed ID: 28864789
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 6.