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Richard Fuller, Viktoria C. T. Goddard, Vishna D. Nadarajah, Tamsin Treasure-Jones, Peter Yeates, Karen Scott, Alexandra Webb, Krisztina Valter & Eeva Pyorala. (2022) Technology enhanced assessment: Ottawa consensus statement and recommendations. Medical Teacher 44:8, pages 836-850.
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Svetlana Carsten, Dragoș Ciobanu & Dalia Mankauskiene. (2021) The challenge of evaluating open interpreter training resources: case study of ORCIT. The Interpreter and Translator Trainer 15:4, pages 490-505.
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Manuel Hernández-Guerra, Enrique Quintero, Dalia Elena Morales-Arráez, Angel Carrillo-Pallarés, David Nicolás-Pérez, Marta Carrillo-Palau, Antonio Gimeno-García, Carlos González-Alayón, Onofre Alarcón, Elena Otón-Nieto, Hermógenes Díaz-Luis, Norberto Hernández-Siverio, Antonio Martín-Malagón, Ivan Arteaga-González, Alberto Bravo-Gutiérrez, Maria-Nieves Lorenzo-Rocha, Julio Jordán-Balanza, Juan Manuel Sánchez-González, Manuel Barrera-Gómez, Ashley Reid & Nephtali Marina. (2021) Comparison of flipped learning and traditional lecture method for teaching digestive system diseases in undergraduate medicine: A prospective non-randomized controlled trial. Medical Teacher 43:4, pages 463-471.
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James D. Pickering & Viktoria C. T. Joynes. (2016) A holistic model for evaluating the impact of individual technology-enhanced learning resources. Medical Teacher 38:12, pages 1242-1247.
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