BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

231 related articles for article (PubMed ID: 34309243)

  • 1. 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]  

  • 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. 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]  

  • 4. 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]  

  • 5. 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]  

  • 6. 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]  

  • 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. 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]  

  • 9. 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]  

  • 10. 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]  

  • 11. Post-exam feedback with question rationales improves re-test performance of medical students on a multiple-choice exam.
    Levant B; Zückert W; Paolo A
    Adv Health Sci Educ Theory Pract; 2018 Dec; 23(5):995-1003. PubMed ID: 30043313
    [TBL] [Abstract][Full Text] [Related]  

  • 12. 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]  

  • 13. Influence of online formative assessment upon student learning in biomedical science courses.
    Olson BL; McDonald JL
    J Dent Educ; 2004 Jun; 68(6):656-9. PubMed ID: 15217084
    [TBL] [Abstract][Full Text] [Related]  

  • 14. The effectiveness of formative assessment in pathophysiology education from students' perspective: a questionnaire study.
    Cong X; Zhang Y; Xu H; Liu LM; Zheng M; Xiang RL; Wang JY; Jia S; Cai JY; Liu C; Wu LL
    Adv Physiol Educ; 2020 Dec; 44(4):726-733. PubMed ID: 33155832
    [TBL] [Abstract][Full Text] [Related]  

  • 15. 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]  

  • 16. Comparison of the evaluation of formative assessment at two medical faculties with different conditions of undergraduate training, assessment and feedback.
    Schüttpelz-Brauns K; Karay Y; Arias J; Gehlhar K; Zupanic M
    GMS J Med Educ; 2020; 37(4):Doc41. PubMed ID: 32685669
    [No Abstract]   [Full Text] [Related]  

  • 17. 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]  

  • 18. Correlation of online assessment parameters with summative exam performance in undergraduate medical education of pharmacology: a prospective cohort study.
    Kühbeck F; Berberat PO; Engelhardt S; Sarikas A
    BMC Med Educ; 2019 Nov; 19(1):412. PubMed ID: 31703687
    [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. To quiz or not to quiz: Formative tests help detect students at risk of failing the clinical anatomy course.
    Azzi AJ; Ramnanan CJ; Smith J; Dionne É; Jalali A
    Anat Sci Educ; 2015; 8(5):413-20. PubMed ID: 25227111
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 12.