Búsqueda | Biblioteca Virtual en Salud

1.

Timing's not everything: Immediate and delayed feedback are equally beneficial for performance in formative multiple-choice testing.

Ryan, Anna T; Judd, Terry; Wilson, Carey; Larsen, Douglas P; Elliott, Simone; Kulasegaram, Kulamakan; Swanson, David.

Med Educ ; 2023 Nov 28.

Artículo en Inglés | MEDLINE | ID: mdl-38017648

2.

Functional Dysregulation of CDC42 Causes Diverse Developmental Phenotypes.

Martinelli, Simone; Krumbach, Oliver H F; Pantaleoni, Francesca; Coppola, Simona; Amin, Ehsan; Pannone, Luca; Nouri, Kazem; Farina, Luciapia; Dvorsky, Radovan; Lepri, Francesca; Buchholzer, Marcel; Konopatzki, Raphael; Walsh, Laurence; Payne, Katelyn; Pierpont, Mary Ella; Vergano, Samantha Schrier; Langley, Katherine G; Larsen, Douglas; Farwell, Kelly D; Tang, Sha; Mroske, Cameron; Gallotta, Ivan; Di Schiavi, Elia; Della Monica, Matteo; Lugli, Licia; Rossi, Cesare; Seri, Marco; Cocchi, Guido; Henderson, Lindsay; Baskin, Berivan; Alders, Mariëlle; Mendoza-Londono, Roberto; Dupuis, Lucie; Nickerson, Deborah A; Chong, Jessica X; Meeks, Naomi; Brown, Kathleen; Causey, Tahnee; Cho, Megan T; Demuth, Stephanie; Digilio, Maria Cristina; Gelb, Bruce D; Bamshad, Michael J; Zenker, Martin; Ahmadian, Mohammad Reza; Hennekam, Raoul C; Tartaglia, Marco; Mirzaa, Ghayda M.

Am J Hum Genet ; 102(2): 309-320, 2018 02 01.

Artículo en Inglés | MEDLINE | ID: mdl-29394990

3.

Planning Education for Long-Term Retention: The Cognitive Science and Implementation of Retrieval Practice.

Larsen, Douglas P.

Semin Neurol ; 38(4): 449-456, 2018 08.

Artículo en Inglés | MEDLINE | ID: mdl-30125899

4.

Tying knots: an activity theory analysis of student learning goals in clinical education.

Larsen, Douglas P; Wesevich, Austin; Lichtenfeld, Jana; Artino, Antony R; Brydges, Ryan; Varpio, Lara.

Med Educ ; 51(7): 687-698, 2017 Jul.

Artículo en Inglés | MEDLINE | ID: mdl-28401571

5.

High-Frequency Learning Goals: Using Self-Regulated Learning to Influence Day-to-Day Practice in Clinical Education.

Larsen, Douglas P; Naismith, Robert T; Margolis, Mathew.

Teach Learn Med ; 29(1): 93-100, 2017.

Artículo en Inglés | MEDLINE | ID: mdl-27813672

6.

Student views on the role of self-regulated learning in a surgery clerkship.

Lyons-Warren, Ariel M; Kirby, John P; Larsen, Douglas P.

J Surg Res ; 206(2): 273-279, 2016 12.

Artículo en Inglés | MEDLINE | ID: mdl-27884319

7.

Effects of Team-Based Learning on short-term and long-term retention of factual knowledge.

Emke, Amanda R; Butler, Andrew C; Larsen, Douglas P.

Med Teach ; 38(3): 306-11, 2016.

Artículo en Inglés | MEDLINE | ID: mdl-25897709

8.

Expanding the definition of learning: from self to social to system.

Larsen, Douglas P.

Med Educ ; 53(6): 539-542, 2019 06.

Artículo en Inglés | MEDLINE | ID: mdl-31025769

9.

Comparative effects of test-enhanced learning and self-explanation on long-term retention.

Larsen, Douglas P; Butler, Andrew C; Roediger, Henry L.

Med Educ ; 47(7): 674-82, 2013 Jul.

Artículo en Inglés | MEDLINE | ID: mdl-23746156

10.

The importance of seeing the patient: test-enhanced learning with standardized patients and written tests improves clinical application of knowledge.

Larsen, Douglas P; Butler, Andrew C; Lawson, Amy L; Roediger, Henry L.

Adv Health Sci Educ Theory Pract ; 18(3): 409-25, 2013 Aug.

Artículo en Inglés | MEDLINE | ID: mdl-22618856

11.

Ictal asystole: a rare cause of cardiac arrest.

Larsen, Douglas S; Ahmed, Azeemuddin.

JAAPA ; 26(9): 30-2, 2013 Sep.

Artículo en Inglés | MEDLINE | ID: mdl-24069669

12.

SMARCB1/INI1-deficient pancreatic undifferentiated rhabdoid carcinoma mimicking solid pseudopapillary neoplasm: A case report and review of the literature.

Hua, Yinan; Soni, Piyush; Larsen, Douglas; Zreik, Riyam; Leng, Bing; Rampisela, Debby.

World J Gastroenterol ; 26(36): 5520-5526, 2020 Sep 28.

Artículo en Inglés | MEDLINE | ID: mdl-33024402

13.

Beyond right or wrong: More effective feedback for formative multiple-choice tests.

Ryan, Anna; Judd, Terry; Swanson, David; Larsen, Douglas P; Elliott, Simone; Tzanetos, Katina; Kulasegaram, Kulamakan.

Perspect Med Educ ; 9(5): 307-313, 2020 10.

Artículo en Inglés | MEDLINE | ID: mdl-32789664

14.

Repeated testing improves long-term retention relative to repeated study: a randomised controlled trial.

Larsen, Douglas P; Butler, Andrew C; Roediger, Henry L.

Med Educ ; 43(12): 1174-81, 2009 Dec.

Artículo en Inglés | MEDLINE | ID: mdl-19930508

15.

When I say test-enhanced learning.

Larsen, Douglas P.

Med Educ ; 47(10): 961, 2013 Oct.

Artículo en Inglés | MEDLINE | ID: mdl-24016165

16.

Quizzes and conversations: exploring the role of retrieval in medical education.

Larsen, Douglas P; Dornan, Tim.

Med Educ ; 47(12): 1236-41, 2013 Dec.

Artículo en Inglés | MEDLINE | ID: mdl-24206157

17.

Test-enhanced learning in medical education.

Larsen, Douglas P; Butler, Andrew C; Roediger, Henry L.

Med Educ ; 42(10): 959-66, 2008 Oct.

Artículo en Inglés | MEDLINE | ID: mdl-18823514

18.

Commentary: Paradigms, Axiology, and Praxeology in Medical Education Research.

Zaidi, Zareen; Larsen, Douglas.

Acad Med ; 93(11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 57th Annual Research in Medical Education Sessions): S1-S7, 2018 11.

Artículo en Inglés | MEDLINE | ID: mdl-30365423

19.

Using reflection to influence practice: student perceptions of daily reflection in clinical education.

Larsen, Douglas P; London, Daniel A; Emke, Amanda R.

Perspect Med Educ ; 5(5): 285-91, 2016 Oct.

Artículo en Inglés | MEDLINE | ID: mdl-27638391

20.

Student-directed retrieval practice is a predictor of medical licensing examination performance.

Deng, Francis; Gluckstein, Jeffrey A; Larsen, Douglas P.

Perspect Med Educ ; 4(6): 308-313, 2015 Dec.

Artículo en Inglés | MEDLINE | ID: mdl-26498443

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Timing's not everything: Immediate and delayed feedback are equally beneficial for performance in formative multiple-choice testing.

Functional Dysregulation of CDC42 Causes Diverse Developmental Phenotypes.

Planning Education for Long-Term Retention: The Cognitive Science and Implementation of Retrieval Practice.

Tying knots: an activity theory analysis of student learning goals in clinical education.

High-Frequency Learning Goals: Using Self-Regulated Learning to Influence Day-to-Day Practice in Clinical Education.

Student views on the role of self-regulated learning in a surgery clerkship.

Effects of Team-Based Learning on short-term and long-term retention of factual knowledge.

Expanding the definition of learning: from self to social to system.

Comparative effects of test-enhanced learning and self-explanation on long-term retention.

The importance of seeing the patient: test-enhanced learning with standardized patients and written tests improves clinical application of knowledge.

Ictal asystole: a rare cause of cardiac arrest.

SMARCB1/INI1-deficient pancreatic undifferentiated rhabdoid carcinoma mimicking solid pseudopapillary neoplasm: A case report and review of the literature.

Beyond right or wrong: More effective feedback for formative multiple-choice tests.

Repeated testing improves long-term retention relative to repeated study: a randomised controlled trial.

When I say test-enhanced learning.

Quizzes and conversations: exploring the role of retrieval in medical education.

Test-enhanced learning in medical education.

Commentary: Paradigms, Axiology, and Praxeology in Medical Education Research.

Using reflection to influence practice: student perceptions of daily reflection in clinical education.

Student-directed retrieval practice is a predictor of medical licensing examination performance.