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Journal Abstract Search

694 related items for PubMed ID: 16553516

  • 1. Investigating the potential influence of established multiple-choice test-taking cues on item response in a pharmacotherapy board certification examination preparatory manual: a pilot study.
    Gettig JP.
    Pharmacotherapy; 2006 Apr; 26(4):558-62. PubMed ID: 16553516
    [Abstract] [Full Text] [Related]

  • 2. Validity of scoring 'dangerous answers' on a written certification examination.
    Slogoff S, Hughes FP.
    J Med Educ; 1987 Aug; 62(8):625-31. PubMed ID: 3612724
    [Abstract] [Full Text] [Related]

  • 3. Preparation for the pharmacotherapy specialty certification examination: are question cues enough?
    Sowinski KM, Wright JM, 2006 Specialty Council on Pharmacotherapy, Board of Pharmaceutical Specialties.
    Pharmacotherapy; 2006 Nov; 26(11):1675-6; discussion 1676-7. PubMed ID: 17064217
    [No Abstract] [Full Text] [Related]

  • 4. Nonrestricted multiple-choice examination items.
    Kolstad R, Goaz P, Kolstad R.
    J Dent Educ; 1982 Aug; 46(8):485-8. PubMed ID: 6954178
    [Abstract] [Full Text] [Related]

  • 5. The frequency of item writing flaws in multiple-choice questions used in high stakes nursing assessments.
    Tarrant M, Knierim A, Hayes SK, Ware J.
    Nurse Educ Today; 2006 Dec; 26(8):662-71. PubMed ID: 17014932
    [Abstract] [Full Text] [Related]

  • 6. Pharmacotherapy specialty certification examination. IV. 1992 results and process modifications, including recertification. The 1992 Specialty Council on Pharmacotherapy, Board of Pharmaceutical Specialties.
    Zarowitz BJ, Vlasses PH, Dukes GE, Gal P, Miller WA, Porter WC, Rush DR, Schneider P, Talbert RL.
    Pharmacotherapy; 1993 Dec; 13(3):262-6. PubMed ID: 8321740
    [Abstract] [Full Text] [Related]

  • 7. Correcting for guessing increases validity in multiple-choice examinations in an oral and maxillofacial pathology course.
    Prihoda TJ, Pinckard RN, McMahan CA, Jones AC.
    J Dent Educ; 2006 Apr; 70(4):378-86. PubMed ID: 16595530
    [Abstract] [Full Text] [Related]

  • 8. [Method for calculating the distribution of randomly expected scores in a false-true-do not know-type of test].
    Pérez-Padilla JR, Viniegra Velázquez L.
    Rev Invest Clin; 1989 Apr; 41(4):375-9. PubMed ID: 2631171
    [Abstract] [Full Text] [Related]

  • 9. Comparison between Long-Menu and Open-Ended Questions in computerized medical assessments. A randomized controlled trial.
    Rotthoff T, Baehring T, Dicken HD, Fahron U, Richter B, Fischer MR, Scherbaum WA.
    BMC Med Educ; 2006 Oct 10; 6():50. PubMed ID: 17032439
    [Abstract] [Full Text] [Related]

  • 10. A reappraisal of the use of multiple choice questions.
    Premadasa IG.
    Med Teach; 1993 Oct 10; 15(2-3):237-42. PubMed ID: 8246720
    [Abstract] [Full Text] [Related]

  • 11. Prospective implementation of correction for guessing in oral and maxillofacial pathology multiple-choice examinations: did student performance improve?
    Prihoda TJ, Pinckard RN, McMahan CA, Littlefield JH, Jones AC.
    J Dent Educ; 2008 Oct 10; 72(10):1149-59. PubMed ID: 18923095
    [Abstract] [Full Text] [Related]

  • 12. "None of the above" as a correct and incorrect alternative on a multiple-choice test: implications for the testing effect.
    Odegard TN, Koen JD.
    Memory; 2007 Nov 10; 15(8):873-85. PubMed ID: 17965982
    [Abstract] [Full Text] [Related]

  • 13. Pilot study using 'dangerous answers' as scoring technique on certifying examinations.
    Mankin HJ, Lloyd JS, Rovinelli RJ.
    J Med Educ; 1987 Aug 10; 62(8):621-4. PubMed ID: 3612723
    [Abstract] [Full Text] [Related]

  • 14. Writing vs coding diagnostic impressions in an examination: short-answer vs long-menu responses.
    Brailovsky CA, Bordage G, Allen T, Dumont H.
    Res Med Educ; 1988 Aug 10; 27():201-6. PubMed ID: 3218857
    [Abstract] [Full Text] [Related]

  • 15. Short-answer examinations improve student performance in an oral and maxillofacial pathology course.
    Pinckard RN, McMahan CA, Prihoda TJ, Littlefield JH, Jones AC.
    J Dent Educ; 2009 Aug 10; 73(8):950-61. PubMed ID: 19648566
    [Abstract] [Full Text] [Related]

  • 16. Microcomputer as patient educator.
    Beck RJ, Ellis LB, Scott DM, Raines JR, Hakanson N.
    Am J Hosp Pharm; 1982 Dec 10; 39(12):2105-8. PubMed ID: 7180860
    [Abstract] [Full Text] [Related]

  • 17. Blink or think: can further reflection improve initial diagnostic impressions?
    Hess BJ, Lipner RS, Thompson V, Holmboe ES, Graber ML.
    Acad Med; 2015 Jan 10; 90(1):112-8. PubMed ID: 25374040
    [Abstract] [Full Text] [Related]

  • 18. The "In-Training Examination" of the American Board of Pediatrics: does it test for "new" or "old" information?
    Hoffer FA, Oski FA.
    Pediatrics; 1979 Jul 10; 64(1):7-9. PubMed ID: 450564
    [Abstract] [Full Text] [Related]

  • 19. Pharmacotherapy specialty certification examination. III. Results of initial administration. The Board of Pharmaceutical Specialties' Specialty Council on Pharmacotherapy.
    Vlasses PH, Rush DR, Dukes GE, Gal P, Miller WA, Porter WC, Schneider P, Talbert RL, Zarowitz BJ.
    Pharmacotherapy; 1992 Jul 10; 12(6):491-4. PubMed ID: 1492015
    [No Abstract] [Full Text] [Related]

  • 20. Cues-pause-point training and simultaneous communication to teach the use of signed labeling repertoires.
    Foxx RM, Kyle MS, Faw GD, Bittle RG.
    Am J Ment Retard; 1988 Nov 10; 93(3):305-11. PubMed ID: 3228524
    [Abstract] [Full Text] [Related]

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