389 related articles for article (PubMed ID: 31248355)
1. Creating assessments as an active learning strategy: what are students' perceptions? A mixed methods study.
Kurtz JB; Lourie MA; Holman EE; Grob KL; Monrad SU
Med Educ Online; 2019 Dec; 24(1):1630239. PubMed ID: 31248355
[No Abstract] [Full Text] [Related]
2. 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]
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. 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]
5. PeerWise and Pathology: Discontinuing a teaching innovation that did not achieve its potential.
Smith CD; Dai A; Kenwright D; Grainger R
MedEdPublish (2016); 2020; 9():27. PubMed ID: 38058910
[TBL] [Abstract][Full Text] [Related]
6. A pilot survey of student perceptions on the benefit of the OSCE and MCQ modalities.
Müller S; Settmacher U; Koch I; Dahmen U
GMS J Med Educ; 2018; 35(4):Doc51. PubMed ID: 30539076
[No Abstract] [Full Text] [Related]
7. 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]
8. Assessment to Optimize Learning Strategies: A Qualitative Study of Student and Faculty Perceptions.
Wlodarczyk S; Muller-Juge V; Hauer KE; Tong MS; Ransohoff A; Boscardin C
Teach Learn Med; 2021; 33(3):245-257. PubMed ID: 33439035
[No Abstract] [Full Text] [Related]
9. 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]
10. Constructing multiple choice questions as a method for learning.
Palmer E; Devitt P
Ann Acad Med Singap; 2006 Sep; 35(9):604-8. PubMed ID: 17051275
[TBL] [Abstract][Full Text] [Related]
11. 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]
12. Sound Practices: An Exploratory Study of Building and Monitoring Multiple-Choice Exams at Canadian Undergraduate Medical Education Programs.
St-Onge C; Young M; Renaud JS; Cummings BA; Drescher O; Varpio L
Acad Med; 2021 Feb; 96(2):271-277. PubMed ID: 32769474
[TBL] [Abstract][Full Text] [Related]
13. Exploring examinee behaviours as validity evidence for multiple-choice question examinations.
Surry LT; Torre D; Durning SJ
Med Educ; 2017 Oct; 51(10):1075-1085. PubMed ID: 28758233
[TBL] [Abstract][Full Text] [Related]
14. Does Educator Training or Experience Affect the Quality of Multiple-Choice Questions?
Webb EM; Phuong JS; Naeger DM
Acad Radiol; 2015 Oct; 22(10):1317-22. PubMed ID: 26277486
[TBL] [Abstract][Full Text] [Related]
15. 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]
16. Education techniques for lifelong learning: writing multiple-choice questions for continuing medical education activities and self-assessment modules.
Collins J
Radiographics; 2006; 26(2):543-51. PubMed ID: 16549616
[TBL] [Abstract][Full Text] [Related]
17. Ten tips for effective use and quality assurance of multiple-choice questions in knowledge-based assessments.
Ali K; Zahra D
Eur J Dent Educ; 2024 May; 28(2):655-662. PubMed ID: 38282273
[TBL] [Abstract][Full Text] [Related]
18. Formulation of multiple choice questions as a revision exercise at the end of a teaching module in biochemistry.
Bobby Z; Radhika MR; Nandeesha H; Balasubramanian A; Prerna S; Archana N; Thippeswamy DN
Biochem Mol Biol Educ; 2012; 40(3):169-73. PubMed ID: 22615224
[TBL] [Abstract][Full Text] [Related]
19. Comparison of the problem based learning-driven with the traditional didactic-lecture-based curricula.
Zahid MA; Varghese R; Mohammed AM; Ayed AK
Int J Med Educ; 2016 Jun; 7():181-7. PubMed ID: 27289331
[TBL] [Abstract][Full Text] [Related]
20. 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]
[Next] [New Search]