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1.
The don't know option in progress testing.
Adv Health Sci Educ Theory Pract
; 20(5): 1325-38, 2015 Dec.
Artículo
en Inglés
| MEDLINE | ID: mdl-25912621
2.
Workplace-based assessment: raters' performance theories and constructs.
Adv Health Sci Educ Theory Pract
; 18(3): 375-96, 2013 Aug.
Artículo
en Inglés
| MEDLINE | ID: mdl-22592323
3.
Influence of PBL with open-book tests on knowledge retention measured with progress tests.
Adv Health Sci Educ Theory Pract
; 18(3): 485-95, 2013 Aug.
Artículo
en Inglés
| MEDLINE | ID: mdl-22736061
4.
How Dutch medical specialists perceive the competencies and training needs of medical residents in healthcare management.
Med Teach
; 35(4): e1090-102, 2013 Apr.
Artículo
en Inglés
| MEDLINE | ID: mdl-23137237
5.
Workplace-based assessment: effects of rater expertise.
Adv Health Sci Educ Theory Pract
; 16(2): 151-65, 2011 May.
Artículo
en Inglés
| MEDLINE | ID: mdl-20882335
6.
Teaching conceptions and approaches to teaching of medical school faculty: the difference between how medical school teachers think about teaching and how they say that they do teach.
Med Teach
; 33(7): e382-7, 2011.
Artículo
en Inglés
| MEDLINE | ID: mdl-21696272
7.
Exploring the validity and reliability of a questionnaire for evaluating veterinary clinical teachers' supervisory skills during clinical rotations.
Med Teach
; 33(2): e84-91, 2011.
Artículo
en Inglés
| MEDLINE | ID: mdl-21275538
8.
Workplace learning in general practice: supervision, patient mix and independence emerge from the black box once again.
Med Teach
; 32(7): e294-9, 2010.
Artículo
en Inglés
| MEDLINE | ID: mdl-20653372
9.
The development of shared cognition in paediatric residents analysing a patient video versus a paper patient case.
Adv Health Sci Educ Theory Pract
; 14(4): 557-65, 2009 Oct.
Artículo
en Inglés
| MEDLINE | ID: mdl-18846433
10.
Evaluating the effectiveness of curriculum change. Is there a difference between graduating student outcomes from two different curricula?
Med Teach
; 31(3): e64-8, 2009 Mar.
Artículo
en Inglés
| MEDLINE | ID: mdl-19089721
11.
Does a faculty development programme improve teachers' perceived competence in different teacher roles?
Med Teach
; 31(11): 1030-1, 2009 Nov.
Artículo
en Inglés
| MEDLINE | ID: mdl-19909045
12.
Evaluation of a course on patient records.
Methods Inf Med
; 46(1): 70-3, 2007.
Artículo
en Inglés
| MEDLINE | ID: mdl-17224985
13.
Relative or Absolute Standards in Assessing Medical Knowledge Using Progress Tests.
Adv Health Sci Educ Theory Pract
; 3(2): 81-87, 1998.
Artículo
en Inglés
| MEDLINE | ID: mdl-12386445
14.
Measuring potential predictors of burnout and engagement among young veterinary professionals; construction of a customised questionnaire (the Vet-DRQ).
Vet Rec
; 174(7): 168, 2014 Feb 15.
Artículo
en Inglés
| MEDLINE | ID: mdl-24306198
15.
Burnout and engagement, and its predictors in young veterinary professionals: the influence of gender.
Vet Rec
; 174(6): 144, 2014 Feb 08.
Artículo
en Inglés
| MEDLINE | ID: mdl-24306199
16.
Is an Angoff standard an indication of minimal competence of examinees or of judges?
Adv Health Sci Educ Theory Pract
; 13(2): 203-11, 2008 May.
Artículo
en Inglés
| MEDLINE | ID: mdl-17043915
17.
Comparison of text and video cases in a postgraduate problem-based learning format.
Med Educ
; 39(11): 1086-92, 2005 Nov.
Artículo
en Inglés
| MEDLINE | ID: mdl-16262803
18.
Setting a standard for performance assessment of doctor-patient communication in general practice.
Med Educ
; 38(12): 1244-52, 2004 Dec.
Artículo
en Inglés
| MEDLINE | ID: mdl-15566535
19.
Panel expertise for an Angoff standard setting procedure in progress testing: item writers compared to recently graduated students.
Med Educ
; 36(9): 860-7, 2002 Sep.
Artículo
en Inglés
| MEDLINE | ID: mdl-12354249
20.
Cross institutional collaboration in assessment: a case on progress testing.
Med Teach
; 26(8): 719-25, 2004 Dec.
Artículo
en Inglés
| MEDLINE | ID: mdl-15763876
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