Detalles de la búsqueda
1.
Does allowing access to electronic differential diagnosis support threaten the reliability of a licensing exam?
Med Educ
; 57(10): 932-938, 2023 10.
Artículo
en Inglés
| MEDLINE | ID: mdl-36860135
2.
Implicit versus explicit first impressions in performance-based assessment: will raters overcome their first impressions when learner performance changes?
Adv Health Sci Educ Theory Pract
; 2023 Nov 27.
Artículo
en Inglés
| MEDLINE | ID: mdl-38010576
3.
Are raters influenced by prior information about a learner? A review of assimilation and contrast effects in assessment.
Adv Health Sci Educ Theory Pract
; 26(3): 1133-1156, 2021 08.
Artículo
en Inglés
| MEDLINE | ID: mdl-33566199
4.
How biased are you? The effect of prior performance information on attending physician ratings and implications for learner handover.
Adv Health Sci Educ Theory Pract
; 26(1): 199-214, 2021 03.
Artículo
en Inglés
| MEDLINE | ID: mdl-32577927
5.
Assessing the validity of an OSCE developed to assess rare, emergent or complex clinical conditions in endocrinology & metabolism.
BMC Med Educ
; 21(1): 288, 2021 May 20.
Artículo
en Inglés
| MEDLINE | ID: mdl-34016098
6.
Are rating scales really better than checklists for measuring increasing levels of expertise?
Med Teach
; 42(1): 46-51, 2020 01.
Artículo
en Inglés
| MEDLINE | ID: mdl-31429366
7.
Entrustment within an objective structured clinical examination (OSCE) progress test: Bridging the gap towards competency-based medical education.
Med Teach
; 42(11): 1283-1288, 2020 11.
Artículo
en Inglés
| MEDLINE | ID: mdl-32805146
8.
Plus ça change, plus c'est pareil: Making a continued case for the use of MCQs in medical education.
Med Teach
; 41(5): 569-577, 2019 05.
Artículo
en Inglés
| MEDLINE | ID: mdl-30299196
9.
Can physician examiners overcome their first impression when examinee performance changes?
Adv Health Sci Educ Theory Pract
; 23(4): 721-732, 2018 Oct.
Artículo
en Inglés
| MEDLINE | ID: mdl-29556923
10.
Twelve tips for developing an OSCE that measures what you want.
Med Teach
; 40(12): 1208-1213, 2018 12.
Artículo
en Inglés
| MEDLINE | ID: mdl-29069965
11.
How do formative objective structured clinical examinations drive learning? Analysis of residents' perceptions.
Med Teach
; 40(1): 45-52, 2018 01.
Artículo
en Inglés
| MEDLINE | ID: mdl-29037098
12.
Assessing the Validity of a Multidisciplinary Mini-Clinical Evaluation Exercise.
Teach Learn Med
; 30(2): 152-161, 2018.
Artículo
en Inglés
| MEDLINE | ID: mdl-29240463
13.
Blood transfusion knowledge of surgical residents: is an educational intervention effective?
Transfusion
; 57(4): 965-970, 2017 04.
Artículo
en Inglés
| MEDLINE | ID: mdl-28301053
14.
The influence of first impressions on subsequent ratings within an OSCE station.
Adv Health Sci Educ Theory Pract
; 22(4): 969-983, 2017 Oct.
Artículo
en Inglés
| MEDLINE | ID: mdl-27848171
15.
Cheating in OSCEs: The Impact of Simulated Security Breaches on OSCE Performance.
Teach Learn Med
; 29(1): 52-58, 2017.
Artículo
en Inglés
| MEDLINE | ID: mdl-27603790
16.
Taking the sting out of assessment: is there a role for progress testing?
Med Educ
; 50(7): 721-9, 2016 Jul.
Artículo
en Inglés
| MEDLINE | ID: mdl-27295476
17.
Do OSCE progress test scores predict performance in a national high-stakes examination?
Med Educ
; 50(3): 351-8, 2016 Mar.
Artículo
en Inglés
| MEDLINE | ID: mdl-26896020
18.
The OSCE progress test--Measuring clinical skill development over residency training.
Med Teach
; 38(2): 168-73, 2016.
Artículo
en Inglés
| MEDLINE | ID: mdl-25909896
19.
Done or Almost Done? Improving OSCE Checklists to Better Capture Performance in Progress Tests.
Teach Learn Med
; 28(4): 406-414, 2016.
Artículo
en Inglés
| MEDLINE | ID: mdl-27700252
20.
Using cognitive models to develop quality multiple-choice questions.
Med Teach
; 38(8): 838-43, 2016 Aug.
Artículo
en Inglés
| MEDLINE | ID: mdl-26998566