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 *

144 related articles for article (PubMed ID: 33023565)

  • 21. Knowledge self-monitoring, efficiency, and determinants of self-confidence statement in multiple choice questions in medical students.
    Tabibzadeh N; Mullaert J; Zafrani L; Balagny P; Frija-Masson J; Marin S; Lefort A; Vidal-Petiot E; Flamant M
    BMC Med Educ; 2020 Nov; 20(1):445. PubMed ID: 33213443
    [TBL] [Abstract][Full Text] [Related]  

  • 22. 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]  

  • 23. How the introduction of OSCEs has affected the time students spend studying: results of a nationwide study.
    Müller S; Koch I; Settmacher U; Dahmen U
    BMC Med Educ; 2019 May; 19(1):146. PubMed ID: 31092236
    [TBL] [Abstract][Full Text] [Related]  

  • 24. Using Automatic Item Generation to Improve the Quality of MCQ Distractors.
    Lai H; Gierl MJ; Touchie C; Pugh D; Boulais AP; De Champlain A
    Teach Learn Med; 2016; 28(2):166-73. PubMed ID: 26849247
    [TBL] [Abstract][Full Text] [Related]  

  • 25. Student feedback from MCQ examinations.
    Harden RM
    Br J Med Educ; 1975 Jun; 9(2):102-5. PubMed ID: 1148128
    [TBL] [Abstract][Full Text] [Related]  

  • 26. Effectiveness of e-Learning in a Medical School 2.0 Model: Comparison of Item Analysis for Student-Generated vs. Faculty-Generated Multiple-Choice Questions.
    Janzen BW; Sommerfeld C; Gooi ACC
    Stud Health Technol Inform; 2019; 257():184-188. PubMed ID: 30741193
    [TBL] [Abstract][Full Text] [Related]  

  • 27. 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]  

  • 28. 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]  

  • 29. Methods to assess students' acquisition, application and integration of basic science knowledge in an innovative competency-based curriculum.
    Bierer SB; Dannefer EF; Taylor C; Hall P; Hull AL
    Med Teach; 2008; 30(7):e171-7. PubMed ID: 18777415
    [TBL] [Abstract][Full Text] [Related]  

  • 30. 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]  

  • 31. Does student confidence on multiple-choice question assessments provide useful information?
    Curtis DA; Lind SL; Boscardin CK; Dellinges M
    Med Educ; 2013 Jun; 47(6):578-84. PubMed ID: 23662875
    [TBL] [Abstract][Full Text] [Related]  

  • 32. Climbing Bloom's taxonomy pyramid: Lessons from a graduate histology course.
    Zaidi NB; Hwang C; Scott S; Stallard S; Purkiss J; Hortsch M
    Anat Sci Educ; 2017 Sep; 10(5):456-464. PubMed ID: 28231408
    [TBL] [Abstract][Full Text] [Related]  

  • 33. 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]  

  • 34. Analysis of testing with multiple choice versus open-ended questions: Outcome-based observations in an anatomy course.
    Melovitz Vasan CA; DeFouw DO; Holland BK; Vasan NS
    Anat Sci Educ; 2018 May; 11(3):254-261. PubMed ID: 28941215
    [TBL] [Abstract][Full Text] [Related]  

  • 35. A comparative study of students' performance in preclinical physiology assessed by multiple choice and short essay questions.
    Oyebola DD; Adewoye OE; Iyaniwura JO; Alada AR; Fasanmade AA; Raji Y
    Afr J Med Med Sci; 2000; 29(3-4):201-5. PubMed ID: 11713989
    [TBL] [Abstract][Full Text] [Related]  

  • 36. Patterns of performance in students with frequent low stakes team based learning assessments: Do students change behavior?
    Wang XR; Hillier T; Oswald A; Lai H
    Med Teach; 2020 Jan; 42(1):111-113. PubMed ID: 31580746
    [TBL] [Abstract][Full Text] [Related]  

  • 37. A comparison of pharmacy students' confidence and test performance.
    Valdez CA; Thompson D; Ulrich H; Bi H; Paulsen S
    Am J Pharm Educ; 2006 Aug; 70(4):76. PubMed ID: 17136195
    [TBL] [Abstract][Full Text] [Related]  

  • 38. [French version of TASTE (test for the ability and evaluation)].
    Masson AM; Cadot M; Pereira AM; Depreeuw E; Ansseau M
    Encephale; 2001; 27(6):527-38. PubMed ID: 11865560
    [TBL] [Abstract][Full Text] [Related]  

  • 39. Comparison between three option, four option and five option multiple choice question tests for quality parameters: A randomized study.
    Vegada B; Shukla A; Khilnani A; Charan J; Desai C
    Indian J Pharmacol; 2016; 48(5):571-575. PubMed ID: 27721545
    [TBL] [Abstract][Full Text] [Related]  

  • 40. 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]  

    [Previous]   [Next]    [New Search]
    of 8.