227 related articles for article (PubMed ID: 31215430)
1. Comparison of long-menu and single-best-answer multiple choice questions in computer-based summative assessments: a randomised controlled trial.
Cerutti B; Stollar F; Escher M; Blondon K; Aujesky S; Nendaz M; Galetto-Lacour A
BMC Med Educ; 2019 Jun; 19(1):219. PubMed ID: 31215430
[TBL] [Abstract][Full Text] [Related]
2. Long-menu questions in computer-based assessments: a retrospective observational study.
Cerutti B; Blondon K; Galetto A
BMC Med Educ; 2016 Feb; 16():55. PubMed ID: 26861755
[TBL] [Abstract][Full Text] [Related]
3. Electronic assessment of clinical reasoning in clerkships: A mixed-methods comparison of long-menu key-feature problems with context-rich single best answer questions.
Huwendiek S; Reichert F; Duncker C; de Leng BA; van der Vleuten CPM; Muijtjens AMM; Bosse HM; Haag M; Hoffmann GF; Tönshoff B; Dolmans D
Med Teach; 2017 May; 39(5):476-485. PubMed ID: 28281369
[TBL] [Abstract][Full Text] [Related]
4. Comparison between Long-Menu and Open-Ended Questions in computerized medical assessments. A randomized controlled trial.
Rotthoff T; Baehring T; Dicken HD; Fahron U; Richter B; Fischer MR; Scherbaum WA
BMC Med Educ; 2006 Oct; 6():50. PubMed ID: 17032439
[TBL] [Abstract][Full Text] [Related]
5. Analysis of MCQ and distractor use in a large first year Health Faculty Foundation Program: assessing the effects of changing from five to four options.
Fozzard N; Pearson A; du Toit E; Naug H; Wen W; Peak IR
BMC Med Educ; 2018 Nov; 18(1):252. PubMed ID: 30404624
[TBL] [Abstract][Full Text] [Related]
6. Psychometrics of Multiple Choice Questions with Non-Functioning Distracters: Implications to Medical Education.
Deepak KK; Al-Umran KU; AI-Sheikh MH; Dkoli BV; Al-Rubaish A
Indian J Physiol Pharmacol; 2015; 59(4):428-35. PubMed ID: 27530011
[TBL] [Abstract][Full Text] [Related]
7. Should essays and other "open-ended"-type questions retain a place in written summative assessment in clinical medicine?
Hift RJ
BMC Med Educ; 2014 Nov; 14():249. PubMed ID: 25431359
[TBL] [Abstract][Full Text] [Related]
8. Medical assessment in the age of digitalisation.
Egarter S; Mutschler A; Tekian A; Norcini J; Brass K
BMC Med Educ; 2020 Mar; 20(1):101. PubMed ID: 32234051
[TBL] [Abstract][Full Text] [Related]
9. Writing vs coding diagnostic impressions in an examination: short-answer vs long-menu responses.
Brailovsky CA; Bordage G; Allen T; Dumont H
Res Med Educ; 1988; 27():201-6. PubMed ID: 3218857
[TBL] [Abstract][Full Text] [Related]
10. Longitudinal effects of medical students' communication skills on future performance.
Dong T; LaRochelle JS; Durning SJ; Saguil A; Swygert K; Artino AR
Mil Med; 2015 Apr; 180(4 Suppl):24-30. PubMed ID: 25850123
[TBL] [Abstract][Full Text] [Related]
11. 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]
12. Patients don't come with multiple choice options: essay-based assessment in UME.
Bird JB; Olvet DM; Willey JM; Brenner J
Med Educ Online; 2019 Dec; 24(1):1649959. PubMed ID: 31438809
[TBL] [Abstract][Full Text] [Related]
13. Multiple true-false items: a comparison of scoring algorithms.
Lahner FM; Lörwald AC; Bauer D; Nouns ZM; Krebs R; Guttormsen S; Fischer MR; Huwendiek S
Adv Health Sci Educ Theory Pract; 2018 Aug; 23(3):455-463. PubMed ID: 29189963
[TBL] [Abstract][Full Text] [Related]
14. 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]
15. An experimental comparison of multiple-choice and short-answer questions on a high-stakes test for medical students.
Mee J; Pandian R; Wolczynski J; Morales A; Paniagua M; Harik P; Baldwin P; Clauser BE
Adv Health Sci Educ Theory Pract; 2024 Jul; 29(3):783-801. PubMed ID: 37665413
[TBL] [Abstract][Full Text] [Related]
16. The Impact of Medical Students' Individual Teaching Format Choice on the Learning Outcome Related to Clinical Reasoning.
Schuelper N; Ludwig S; Anders S; Raupach T
JMIR Med Educ; 2019 Jul; 5(2):e13386. PubMed ID: 31333193
[TBL] [Abstract][Full Text] [Related]
17. A comparison of unguided vs guided case-based instruction on the surgery clerkship.
Adamas-Rappaport WJ; Waer AL; Teeple MK; Benjamin MA; Glazer ES; Sozanski J; Poskus D; Ong E
J Surg Educ; 2013; 70(6):821-5. PubMed ID: 24209662
[TBL] [Abstract][Full Text] [Related]
18. A closer look at cueing effects in multiple-choice questions.
Schuwirth LW; van der Vleuten CP; Donkers HH
Med Educ; 1996 Jan; 30(1):44-9. PubMed ID: 8736188
[TBL] [Abstract][Full Text] [Related]
19. Instructional authenticity and clinical reasoning in undergraduate medical education: a 2-year, prospective, randomized trial.
Durning SJ; Dong T; Artino AR; LaRochelle J; Pangaro LN; van der Vleuten C; Schuwirth L
Mil Med; 2012 Sep; 177(9 Suppl):38-43. PubMed ID: 23029859
[TBL] [Abstract][Full Text] [Related]
20. Computerized long-menu questions as an alternative to open-ended questions in computerized assessment.
Schuwirth LW; van der Vleuten CP; Stoffers HE; Peperkamp AG
Med Educ; 1996 Jan; 30(1):50-5. PubMed ID: 8736189
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
