229 related articles for article (PubMed ID: 34969352)
1. Does developing multiple-choice Questions Improve Medical Students' Learning? A Systematic Review.
Touissi Y; Hjiej G; Hajjioui A; Ibrahimi A; Fourtassi M
Med Educ Online; 2022 Dec; 27(1):2005505. PubMed ID: 34969352
[TBL] [Abstract][Full Text] [Related]
2. 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]
3. Association Between Learning Environment Interventions and Medical Student Well-being: A Systematic Review.
Wasson LT; Cusmano A; Meli L; Louh I; Falzon L; Hampsey M; Young G; Shaffer J; Davidson KW
JAMA; 2016 Dec; 316(21):2237-2252. PubMed ID: 27923091
[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. Development of a competency-based formative progress test with student-generated MCQs: Results from a multi-centre pilot study.
Wagener S; Möltner A; Tımbıl S; Gornostayeva M; Schultz JH; Brüstle P; Mohr D; Vander Beken A; Better J; Fries M; Gottschalk M; Günther J; Herrmann L; Kreisel C; Moczko T; Illg C; Jassowicz A; Müller A; Niesert M; Strübing F; Jünger J
GMS Z Med Ausbild; 2015; 32(4):Doc46. PubMed ID: 26483859
[TBL] [Abstract][Full Text] [Related]
6. 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]
7. 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]
8. Use of very short answer questions compared to multiple choice questions in undergraduate medical students: An external validation study.
van Wijk EV; Janse RJ; Ruijter BN; Rohling JHT; van der Kraan J; Crobach S; Jonge M; Beaufort AJ; Dekker FW; Langers AMJ
PLoS One; 2023; 18(7):e0288558. PubMed ID: 37450485
[TBL] [Abstract][Full Text] [Related]
9. Using Self-Regulated Learning Microanalysis to Examine Regulatory Processes in Clerkship Students Engaged in Practice Questions.
Andrews MA; Okuliar CA; Whelton SA; Windels AO; Kruse SR; Nachnani MG; Topol DA; McBee EC; Stein MT; Singaraju RC; Gao SW; Oliver DS; Mangal JP; LaRochelle JS; Kelly WF; DeZee KJ; Chen HC; Artino AR; Hemmer PA; Dong T; Cleary TJ; Durning SJ
Perspect Med Educ; 2023; 12(1):385-398. PubMed ID: 37840648
[TBL] [Abstract][Full Text] [Related]
10. 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]
11. The educational effects of portfolios on undergraduate student learning: a Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11.
Buckley S; Coleman J; Davison I; Khan KS; Zamora J; Malick S; Morley D; Pollard D; Ashcroft T; Popovic C; Sayers J
Med Teach; 2009 Apr; 31(4):282-98. PubMed ID: 19404891
[TBL] [Abstract][Full Text] [Related]
12. 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]
13. 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]
14. Near-peer question writing and teaching programme.
Musbahi O; Nawab F; Dewan NI; Hoffer AJ; Ung JF; Suleman MT
Clin Teach; 2018 Oct; 15(5):387-392. PubMed ID: 28967198
[TBL] [Abstract][Full Text] [Related]
15. 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]
16. Question-writing as a learning tool for students--outcomes from curricular exams.
Jobs A; Twesten C; Göbel A; Bonnemeier H; Lehnert H; Weitz G
BMC Med Educ; 2013 Jun; 13():89. PubMed ID: 23787038
[TBL] [Abstract][Full Text] [Related]
17. Effectiveness of longitudinal faculty development programs on MCQs items writing skills: A follow-up study.
Abdulghani HM; Irshad M; Haque S; Ahmad T; Sattar K; Khalil MS
PLoS One; 2017; 12(10):e0185895. PubMed ID: 29016659
[TBL] [Abstract][Full Text] [Related]
18. 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]
19. The benefits of testing for learning on later performance.
McConnell MM; St-Onge C; Young ME
Adv Health Sci Educ Theory Pract; 2015 May; 20(2):305-20. PubMed ID: 24973998
[TBL] [Abstract][Full Text] [Related]
20. 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]
[Next] [New Search]