Citations (13)
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Rebecca Bevan, Verity Pacey, Joel Fuller, Vidya Lawton & Taryn Jones. (2023) Physiotherapy student perceptions of the feasibility, acceptability and appropriateness of continuous adaptive assessment. Assessment & Evaluation in Higher Education 48:8, pages 1268-1282.
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Amir H. Sam, Rebecca Wilson, Rachel Westacott, Mark Gurnell, Colin Melville & Celia A. Brown. (2021) Thinking differently – Students’ cognitive processes when answering two different formats of written question. Medical Teacher 43:11, pages 1278-1285.
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Susan Wlodarczyk, Virginie Muller-Juge, Karen E. Hauer, Michelle S. Tong, Amy Ransohoff & Christy Boscardin. (2021) Assessment to Optimize Learning Strategies: A Qualitative Study of Student and Faculty Perceptions. Teaching and Learning in Medicine 33:3, pages 245-257.
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Monica Ghidinelli, Michael Cunningham, Isobel C. Monotti, Nishma Hindocha, Alain Rickli, Iain McVicar & Mark Glyde. (2021) Experiences from Two Ways of Integrating Pre- and Post-course Multiple-choice Assessment Questions in Educational Events for Surgeons. Journal of European CME 10:1.
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Articles from other publishers (9)
Zuzana Deans, Greg Moorlock & Michael Trimble. (2024) The medical licensing assessment will fall short of determining whether a UK medical graduate behaves ethically. British Journal of Hospital Medicine 85:1, pages 1-7.
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Yavuz Selim Kıyak, Işıl İrem Budakoğlu, Dilara Bakan Kalaycıoğlu & Özlem Coşkun. (2023) Exploratory Factor Analysis of a Computerized Case-Based F-Type Testlet Variant. Medical Science Educator 33:5, pages 1191-1196.
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Yavuz Selim KIYAK, Işıl İrem BUDAKOĞLU, Özlem COŞKUN & Emin KOYUN. (2023) The First Automatic Item Generation in Turkish for Assessment of Clinical Reasoning in Medical EducationTıp Eğitiminde Klinik Akıl Yürütme Becerisinin Ölçümü için Türkçede İlk Otomatik Soru Üretimi. Tıp Eğitimi Dünyası 22:66, pages 72-90.
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Isabelle Bosi, Deborah O'Mara, Tyler Clark, Nounu Sarukkali Patabendige, Sean E. Kennedy & Hasantha Gunasekera. (2023) Associations between item characteristics and statistical performance for paediatric medical student multiple choice assessments. MedEdPublish 13, pages 270.
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Arun Varghese, Minakshi Dhar, Shalinee Rao, Rohit Raina, Sunita K Mittal, Barun Kumar & Nowneet Bhat. (2022) Effectiveness of Large-Scale Preparedness Training on Electrocardiogram for Medical, Surgical, and Pre-clinical Doctors: A Need-Based Initiative for COVID-19 Patient Care. Cureus.
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F. Cohen Aubart, R. Lhote, A. Hertig, N. Noel, N. Costedoat-Chalumeau, A. Cariou, G. Meyer, F. Cymbalista, N. de Prost, P. Pottier, L. Joly, O. Lambotte, M.-C. Renaud, C. Badoual, M. Braun, O. Palombi, A. Duguet & D. Roux. (2021) Progressive clinical case-based multiple-choice questions: An innovative way to evaluate and rank undergraduate medical students. La Revue de Médecine Interne 42:5, pages 302-309.
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F. Cohen Aubart & D. Roux. (2021) La réforme du deuxième cycle des études médicales en France : risque ou opportunité ?. La Revue de Médecine Interne 42:3, pages 149-153.
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Debra Pugh, André De Champlain, Mark Gierl, Hollis Lai & Claire Touchie. (2020) Can automated item generation be used to develop high quality MCQs that assess application of knowledge?. Research and Practice in Technology Enhanced Learning 15:1.
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Amir H Sam, Rachel Westacott, Mark Gurnell, Rebecca Wilson, Karim Meeran & Celia Brown. (2019) Comparing single-best-answer and very-short-answer questions for the assessment of applied medical knowledge in 20 UK medical schools: Cross-sectional study. BMJ Open 9:9, pages e032550.
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