BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

212 related articles for article (PubMed ID: 32347592)

  • 1. Student generation and peer review of examination questions in the dental curriculum: Enhancing student engagement and learning.
    Nguyen KA; Lucas C; Leadbeatter D
    Eur J Dent Educ; 2020 Aug; 24(3):548-558. PubMed ID: 32347592
    [TBL] [Abstract][Full Text] [Related]  

  • 2. 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]  

  • 3. 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]  

  • 4. 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]  

  • 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. Embedding retrieval practice in undergraduate biochemistry teaching using PeerWise.
    Higgins T; Dudley E; Bodger O; Newton P; Francis N
    Biochem Mol Biol Educ; 2024; 52(2):156-164. PubMed ID: 37929789
    [TBL] [Abstract][Full Text] [Related]  

  • 7. PeerWise provides significant academic benefits to biological science students across diverse learning tasks, but with minimal instructor intervention.
    McQueen HA; Shields C; Finnegan DJ; Higham J; Simmen MW
    Biochem Mol Biol Educ; 2014; 42(5):371-81. PubMed ID: 24974789
    [TBL] [Abstract][Full Text] [Related]  

  • 8. 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]  

  • 9. Peer generation of multiple-choice questions: student engagement and experiences.
    Rhind SM; Pettigrew GW
    J Vet Med Educ; 2012; 39(4):375-9. PubMed ID: 23187030
    [TBL] [Abstract][Full Text] [Related]  

  • 10. 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]  

  • 11. 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]  

  • 12. The relationship of online pre-recorded neurology mini-lectures to medical student assessment: a pilot study.
    Benamer HT; Stanley AG
    BMC Med Educ; 2023 Apr; 23(1):225. PubMed ID: 37029415
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Assessing a traditional case-based application exercise and a student question creation exercise on student performance and perceptions.
    Tatachar A; Kominski C
    Curr Pharm Teach Learn; 2017 Jul; 9(4):689-697. PubMed ID: 29233444
    [TBL] [Abstract][Full Text] [Related]  

  • 14. 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]  

  • 15. Improving large class performance and engagement through student-generated question banks.
    Hancock D; Hare N; Denny P; Denyer G
    Biochem Mol Biol Educ; 2018 Jul; 46(4):306-317. PubMed ID: 29528559
    [TBL] [Abstract][Full Text] [Related]  

  • 16. 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]  

  • 17. The implementation of the Japanese Dental English core curriculum: active learning based on peer-teaching and learning activities.
    Rodis OMM; Locsin RC
    BMC Med Educ; 2019 Jul; 19(1):256. PubMed ID: 31291939
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Multiple choice as formative assessment in dental education.
    Haugen HJ; de Lange T
    Eur J Dent Educ; 2024 Mar; ():. PubMed ID: 38456591
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Student Learning with Generated and Answered Peer-written Questions.
    Hudson SL; Jarstfer MB; Persky AM
    Am J Pharm Educ; 2018 Mar; 82(2):6315. PubMed ID: 29606713
    [No Abstract]   [Full Text] [Related]  

  • 20. Evaluating the effectiveness of a practical inquiry-based learning bioinformatics module on undergraduate student engagement and applied skills.
    Brown JA
    Biochem Mol Biol Educ; 2016 May; 44(3):304-13. PubMed ID: 27161812
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 11.