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Medical Teacher Volume 35, 2013 - Issue 11
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Research Article

The educational impact of assessment: A comparison of DOPS and MCQs

Kate A. CobbUniversity of Nottingham, UK; KATE A. COBB, B. Vet. Med. PGCE, MMedSci, MRCVS, is a Lecturer in Teaching Learning and Assessment at the School of Veterinary Medicine and Science, University of Nottingham.Correspondence[email protected]
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George BrownUniversity of Nottingham, UK; GEORGE BROWN, BSc, DPhil, Hon D.Odont, is a retired professor from the Medical Education Unit, University of Nottingham.
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Debbie A. D. C. JaarsmaUniversity of Amsterdam, the Netherlands; DEBBIE A. D. C. Jaarsma, DVM, PhD, is a Professor of Evidence-based Education at the Academic Medical Centre, University of Amsterdam.
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Richard A. HammondUniversity of Nottingham, UK; RICHARD A. HAMMOND, BSc(Hons), B. Vet. Med. PhD, Dipl.ECVAA, MRCVS, is an Associate Professor of Pharmacology and Anaesthesia at the School of Veterinary Medicine and Science, University of Nottingham.
Pages e1598-e1607 | Published online: 28 Jun 2013

Citations (16)

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Read on this site (4)

Nick P. Gardner, Gerard J. Gormley & Grainne P. Kearney. (2023) Is there ever a single best answer (SBA): assessment driving certainty in the uncertain world of GP?. Education for Primary Care 0:0, pages 1-4.
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Hannah Pham, Stefan Court-Kowalski, Hong Chan & Peter Devitt. (2023) Writing Multiple Choice Questions—Has the Student Become the Master?. Teaching and Learning in Medicine 35:3, pages 356-367.
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Tamara van Woezik, Jur Koksma, Rob Reuzel, Debbie Jaarsma & Gert Jan van der Wilt. (2020) How to encourage a lifelong learner? The complex relation between learning strategies and assessment in a medical curriculum. Assessment & Evaluation in Higher Education 45:4, pages 513-526.
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Madineh Jasemi, Soheila Ahangarzadeh Rezaie, Masumeh Hemmati Maslakpak & Naser Parizad. (2019) Are workplace-based assessment methods (DOPS and Mini-CEX) effective in nursing students’ clinical skills? A single-blind randomized, parallel group, controlled trial. Contemporary Nurse 55:6, pages 565-575.
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Articles from other publishers (12)

Rashmi A. Kusurkar, Cesar Orsini, Sunia Somra, Anthony R. Artino, Hester E.M. Daelmans, Linda J. Schoonmade & Cees van der Vleuten. (2023) The Effect of Assessments on Student Motivation for Learning and Its Outcomes in Health Professions Education: A Review and Realist Synthesis. Academic Medicine Publish Ahead of Print.
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Muhammad Zafar Iqbal & Mona Hmoud AlSheikh. 2023. Written Assessment in Medical Education. Written Assessment in Medical Education 155 167 .
Virginia Planas De Lathawer. (2022) An exploration of third-year student midwives’ experiences of high-risk module assessment in preparation for practice and real-world emergencies. Midwifery 114, pages 103450.
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Somayeh Nayyeri, Aliakbar Bozorgvar, Somaye Barzanouni & Toktam Masoumain Hosseini. (2021) Effect of Clinical Skills Evaluation by Direct Observation of Procedural Skills (DOPS) Method on Clinical Performance of Operating Room Students. Journal of Medical Education 20:3.
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Florian Recker, Sara Dohmen, Fabian Riedel, Eva Egger, Martin Weiss, Matthias Stope & Alexander Mustea. (2021) Implementierung kompetenzbasierter Lehre und Prüfungen in die Frauenheilkunde im Rahmen der neuen ärztlichen Approbationsordnung 2020Implementation of competence-based teaching and examinations in gynecology and obstetrics within the framework of the new 2020 Medical Licensing Regulation. Der Gynäkologe 54:7, pages 515-520.
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JuiY Lagoo & ShilpaB Joshi. (2021) Introduction of direct observation of procedural skills (DOPS) as a formative assessment tool during postgraduate training in anaesthesiology: Exploration of perceptions. Indian Journal of Anaesthesia 65:3, pages 202.
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Azadeh Kordestani Moghaddam, Hamid Reza Khankeh, Mohammad Shariati, John Norcini & Mohammad Jalili. (2019) Educational impact of assessment on medical students’ learning at Tehran University of Medical Sciences: a qualitative study. BMJ Open 9:7, pages e031014.
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Shahzad Anjum. 2019. Essentials of Accident and Emergency Medicine. Essentials of Accident and Emergency Medicine.
Mohammad Rasoul Tohidnia, Sajad Weisi & Sodabeh Eskandari. (2018) The Effect of Direct Observation of Procedural Skills Assessment Method on Clinical Performance of Radiology Students. Educational Research in Medical Sciences 7:1.
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Elena Svirko & Jane Mellanby. (2017) Teaching neuroanatomy using computer-aided learning: What makes for successful outcomes?. Anatomical Sciences Education 10:6, pages 560-569.
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Christopher Watling, Kori A LaDonna, Lorelei Lingard, Stephane Voyer & Rose Hatala. (2016) ‘Sometimes the work just needs to be done’: socio-cultural influences on direct observation in medical training. Medical Education 50:10, pages 1054-1064.
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Kate A. Cobb, George Brown, Richard Hammond & Liz H. Mossop. (2015) Students' Perceptions of the Script Concordance Test and Its Impact on Their Learning Behavior: A Mixed Methods Study. Journal of Veterinary Medical Education 42:1, pages 45-52.
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