Citations (48)
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Boaz Shulruf, Phillippa Poole, Philip Jones & Tim Wilkinson. (2015) The Objective Borderline Method: a probabilistic method for standard setting. Assessment & Evaluation in Higher Education 40:3, pages 420-438.
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Danette W. McKinley & John J. Norcini. (2014) How to set standards on performance-based examinations: AMEE Guide No. 85. Medical Teacher 36:2, pages 97-110.
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Andrew M.J. Linn, Anne Tonkin & Paul Duggan. (2013) Standard setting of script concordance tests using an adapted Nedelsky approach. Medical Teacher 35:4, pages 314-319.
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William Wrigley, Cees PM Van Der Vleuten, Adrian Freeman & Arno Muijtjens. (2012) A systemic framework for the progress test: Strengths, constraints and issues: AMEE Guide No. 71. Medical Teacher 34:9, pages 683-697.
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Celia A. Taylor. (2011) Development of a modified Cohen method of standard setting. Medical Teacher 33:12, pages e678-e682.
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Vanessa Scherman, SarahJ. Howie & RoelJ. Bosker. (2011) Constructing benchmarks for monitoring purposes: evidence from South Africa. Educational Research and Evaluation 17:6, pages 511-525.
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Raja C. Bandaranayake. (2011) The ethics of student assessment. Medical Teacher 33:6, pages 435-436.
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Mohsen Tavakol & Reg Dennick. (2011) Post-examination analysis of objective tests. Medical Teacher 33:6, pages 447-458.
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Amal Hussein, Nahed Abdelkhalek & Hossam Hamdy. (2010) Setting and maintaining standards in multiple choice examinations: Guide supplement 37.3 – practical application. Medical Teacher 32:7, pages 610-612.
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Andre F. De Champlain. (2010) Setting and maintaining standards in multiple-choice examinations: Guide supplement 37.2 – Viewpoint. Medical Teacher 32:5, pages 436-437.
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Cees Van der Vleuten. (2010) Setting and maintaining standards in multiple choice examinations: Guide supplement 37.1 – Viewpoint. Medical Teacher 32:2, pages 174-176.
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Janke Cohen-Schotanus & Cees P. M. van der Vleuten. (2010) A standard setting method with the best performing students as point of reference: Practical and affordable. Medical Teacher 32:2, pages 154-160.
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Reg Dennick, Simon Wilkinson & Nigel Purcell. (2009) Online eAssessment: AMEE Guide No. 39. Medical Teacher 31:3, pages 192-206.
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Avita Rath. (2023) Back to basics: reflective take on role of MCQs in undergraduate Malaysian dental professional qualifying exams. Frontiers in Medicine 10.
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Amir H. Sam, Kate R. Millar, Rachel Westacott, Colin R. Melville & Celia A. Brown. (2022) Standard setting Very Short Answer Questions (VSAQs) relative to Single Best Answer Questions (SBAQs): does having access to the answers make a difference?. BMC Medical Education 22:1.
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Verity Schaye, Benedict Guzman, Jesse Burk-Rafel, Marina Marin, Ilan Reinstein, David Kudlowitz, Louis Miller, Jonathan Chun & Yindalon Aphinyanaphongs. (2022) Development and Validation of a Machine Learning Model for Automated Assessment of Resident Clinical Reasoning Documentation. Journal of General Internal Medicine 37:9, pages 2230-2238.
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Sibel Saya, Jennifer G. McIntosh, Ingrid M. Winship, Shakira Milton, Mark Clendenning, Mary Kyriakides, Jasmeen Oberoi, Daniel D. Buchanan, Mark A. Jenkins & Jon D. Emery. (2022) Informed choice and attitudes regarding a genomic test to predict risk of colorectal cancer in general practice. Patient Education and Counseling 105:4, pages 987-995.
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Colin J McMahon, Justin T Tretter, Andrew N Redington, Frances Bu’Lock, Liesl Zühlke, Ruth Heying, Sandra Mattos, R Krishna Kumar, Jeffrey P Jacobs & Jonathan D Windram. (2021) Medical education and training within congenital cardiology: current global status and future directions in a post COVID-19 world. Cardiology in the Young 32:2, pages 185-197.
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Verity Schaye, Louis Miller, David Kudlowitz, Jonathan Chun, Jesse Burk-Rafel, Patrick Cocks, Benedict Guzman, Yindalon Aphinyanaphongs & Marina Marin. (2021) Development of a Clinical Reasoning Documentation Assessment Tool for Resident and Fellow Admission Notes: a Shared Mental Model for Feedback. Journal of General Internal Medicine 37:3, pages 507-512.
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Gustavo Salata Romão, Cesar Eduardo Fernandes, Agnaldo Lopes da Silva Filho & Marcos Felipe Silva de Sá. (2022) O Teste de Progresso na residência médica em ginecologia e obstetrícia: a experiência nacional. Revista Brasileira de Educação Médica 46:suppl 1.
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Gustavo Salata Romão, Cesar Eduardo Fernandes, Agnaldo Lopes da Silva Filho, Sheyla Ribeiro Rocha & Marcos Felipe Silva de Sá. (2022) Como avaliar programas de residência a partir do Teste de Progresso?. Revista Brasileira de Educação Médica 46:suppl 1.
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Shane C. Quinonez, Bridget C. O’Connor, Michelle F. Jacobs, Atnafu Mekonnen Tekleab, Ayalew Marye, Delayehu Bekele, Beverly M. Yashar, Erika Hanson, Abate Yeshidinber & Getahun Wedaje. (2021) The introduction of genetic counseling in Ethiopia: Results of a training workshop and lessons learned. PLOS ONE 16:7, pages e0255278.
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Ken Masters & Nadia Al-Wardy. (2021) Designing and developing an app to perform Hofstee cut-off calculations. F1000Research 10, pages 450.
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Ken Masters & Nadia Al-Wardy. (2021) Designing and developing an app to perform Hofstee cut-off calculations. F1000Research 10, pages 450.
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Felicitas-Maria Lahner, Stefan Schauber, Andrea Carolin Lörwald, Roger Kropf, Sissel Guttormsen, Martin R. Fischer & Sören Huwendiek. (2020) Measurement precision at the cut score in medical multiple choice exams: Theory matters. Perspectives on Medical Education 9:4, pages 220-228.
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Sibel Saya, Jennifer G. McIntosh, Ingrid M. Winship, Mark Clendenning, Shakira Milton, Jasmeen Oberoi, James G. Dowty, Daniel D. Buchanan, Mark A. Jenkins & Jon D. Emery. (2020) A Genomic Test for Colorectal Cancer Risk: Is This Acceptable and Feasible in Primary Care?. Public Health Genomics 23:3-4, pages 110-121.
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Abbas Makaren, Hamid Mahdavifard & Hasan Gholami. (2017) Evaluation of Passing Scores in Semiotics: An Objective Structured Clinical Examination for Medical Students of Mashhad University of Medical Sciences, Mashhad, Iran, 2015. Strides in Development of Medical Education 14:1.
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Lee YeongJu, 김윤덕, 김수정, 박장희 & 정준원. (2017) Study on Standard Setting Methods Applied to Medical School Class. Journal of Education & Culture 23:2, pages 189-209.
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Irene Brunk, Stefan Schauber & Waltraud Georg. (2017) Do they know too little? An inter-institutional study on the anatomical knowledge of upper-year medical students based on multiple choice questions of a progress test. Annals of Anatomy - Anatomischer Anzeiger 209, pages 93-100.
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Dagmara Paiva, Susana Silva, Milton Severo, Pedro Ferreira, Osvaldo Santos, Nuno Lunet & Ana Azevedo. (2014) Cross-cultural adaptation and validation of the health literacy assessment tool METER in the Portuguese adult population. Patient Education and Counseling 97:2, pages 269-275.
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Dagogo J. Pepple, Lauriann E. Young & Robert G. Carroll. (2010) A comparison of student performance in multiple-choice and long essay questions in the MBBS stage I physiology examination at the University of the West Indies (Mona Campus). Advances in Physiology Education 34:2, pages 86-89.
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