References
- Perleth M, Picker C. High-stakes exams in medical education: a systematic review. J Med Educ. 2011;8(2):94–3. doi: 10.5116/ijme.5b2e.aa44
- Levine MB, Redick RJ. Impact of epidemiological and statistical skills training in undergraduates. Med Educ. 2012;45(11):1138–1144. doi: 10.1111/j.1365-2923.2011.03951.x)
- Gorjidooz J, Taleghani F, Montazeri A, et al. The effect of relevance of exam questions on student performance. Health Qual Life Outcomes. 2015;13(1):83. doi: 10.1186/s12955-015-0270-4
- Tan LY, Tan BH, Teo KH. Creative art and medical student development: a qualitative study. Med Educ. 2017;51(2):174–183. doi: 10.1111/medu.13131
- Norcini JJ, Shea JA, Petrusa ER, et al. Characteristics of examination items that affect the validity of the examination score. Acad Med. 2007;82(12):1138–1144. doi: 10.1097/ACM.0b013e31815d17c7
- Mody S, Johnson J, Bostrom A. The effect of exam question clarity on student performance. Med Educ. 2017;51(5):516–524. doi: 10.1111/medu.13225
- Lo C, Durning S, Tan J. Teaching during consultation: factors affecting the resident-fellow teaching interaction. Med Educ. 2015;49(7):717–725. doi: 10.1111/medu.12721
- Boud D, Keogh R, Walker D, et al. High-stakes testing in medical education: impact on student learning and patient care. J Med Educ. 2007;4(1):51–57. doi: 10.1080/10401330709336718