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Alexandre Lafleur, Jonathan Laflamme, Jimmie Leppink & Luc Côté. (2017) Task Demands in OSCEs Influence Learning Strategies. Teaching and Learning in Medicine 29:3, pages 286-295.
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Sören Huwendiek, Friedrich Reichert, Cecilia Duncker, Bas A. de Leng, Cees P. M. van der Vleuten, Arno M. M. Muijtjens, Hans-Martin Bosse, Martin Haag, Georg F. Hoffmann, Burkhard Tönshoff & Diana Dolmans. (2017) Electronic assessment of clinical reasoning in clerkships: A mixed-methods comparison of long-menu key-feature problems with context-rich single best answer questions. Medical Teacher 39:5, pages 476-485.
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Robert O Opoka, Sarah Kiguli, Andrew S Ssemata, Marjan Govaerts & Erik W Driessen. (2015) Perceptions of postgraduate trainees on the impact of objective structured clinical examinations on their study behavior and clinical practice. Advances in Medical Education and Practice 6, pages 431-437.
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Khalid Bin Abdulrahman, Ronald Harden & Madalena Patrício. (2012) Medical education in Saudi Arabia: An exciting journey. Medical Teacher 34:sup1, pages S4-S5.
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Malavika Santhosh, Hafsa Farooqi, Mohammad Ammar, Nitha Siby, Jolly Bhadra, Noora J. Al-Thani, Abdellatif Sellami, Noshin Fatima & Zubair Ahmad. (2023) A Meta-Analysis to Gauge the Effectiveness of STEM Informal Project-Based Learning: Investigating the Potential Moderator Variables. Journal of Science Education and Technology 32:5, pages 671-685.
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Elise V. van Wijk, Roemer J. Janse, Bastian N. Ruijter, Jos H. T. Rohling, Jolein van der Kraan, Stijn Crobach, Mario de Jonge, Arnout Jan de Beaufort, Friedo W. Dekker & Alexandra M. J. Langers. (2023) Use of very short answer questions compared to multiple choice questions in undergraduate medical students: An external validation study. PLOS ONE 18:7, pages e0288558.
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