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Stefan Appelhaus, Susanne Werner, Pascal Grosse & Juliane E. Kämmer. (2023) Feedback, fairness, and validity: effects of disclosing and reusing multiple-choice questions in medical schools. Medical Education Online 28:1.
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Adin Nelson & Kinga L. Eliasz. (2022) Combining desirable difficulty learning strategies to address the amount-to-learn vs. time-to-learn imbalance in residency training. Medical Teacher 44:9, pages 1037-1043.
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Osama M. Ahmed, Prerak V. Juthani, Michael L. Green & Jeremy J. Moeller. (2021) Optimizing preclinical learning with retrieval practice: A call to action. Medical Teacher 43:6, pages 718-720.
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Aubrie Swan Sein, Shubha Dathatri & Todd A. Bates. (2021) Twelve tips on guiding preparation for both high-stakes exams and long-term learning. Medical Teacher 43:5, pages 518-523.
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Aubrie Swan Sein, Hanin Rashid, Jennifer Meka, Jonathan Amiel & William Pluta. (2021) Twelve tips for embedding assessment for and as learning practices in a programmatic assessment system. Medical Teacher 43:3, pages 300-306.
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Nicola Cooper, Maggie Bartlett, Simon Gay, Anna Hammond, Mark Lillicrap, Joanna Matthan & Mini Singh. (2021) Consensus statement on the content of clinical reasoning curricula in undergraduate medical education. Medical Teacher 43:2, pages 152-159.
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Kathy Boutis, Martin Pecaric, Benoit Carrière, Jennifer Stimec, Andrew Willan, Julie Chan & Martin Pusic. (2019) The effect of testing and feedback on the forgetting curves for radiograph interpretation skills. Medical Teacher 41:7, pages 756-764.
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Patricia A. Carney, George C. Mejicano, Tracy Bumsted & Mark Quirk. (2018) Assessing learning in the adaptive curriculum. Medical Teacher 40:8, pages 813-819.
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Fábio A. Nascimento, Jin Jing, Christopher Traner, Wan Yee Kong, Marcia Olandoski, Srishti Kapur, Erik Duhaime, Roy Strowd, Jeremy Moeller & M. Brandon Westover. (2024) A randomized controlled educational pilot trial of interictal epileptiform discharge identification for neurology residents. Epileptic Disorders.
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Thomas J. Van Hoof, Christopher R. Madan, Megan A. Sumeracki & Thomas P. Meehan. (2024) Science of Learning Strategy Series: Article 5, Incentivizing Sleep in Continuing Professional Development. Journal of Continuing Education in the Health Professions.
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Thomas J. Van Hoof, Christopher R. Madan & Megan A. Sumeracki. (2024) Science of Learning Strategy Series: Article 4, Application to Educational Meetings. Journal of Continuing Education in the Health Professions.
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Adin Nelson, Aliyah Mohammed, Anjile An & Christin Traba. (2024) Testing the Effects of Individual Residents’ Retrieval Practice on Standardized Examination Scores. Medical Science Educator.
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Daniel Figueiredo Alves Da Silva, Sarah Lais Rocha, Rosa Helena de Figueiredo Chaves, Maria Helena Cruz Rodrigues, Selma Kazumi da Trindade Noguchi & Katia Simone Kietzer. (2024) Preferências de aprendizagem de discentes de medicina no laboratório morfofuncional. Cuadernos de Educación y Desarrollo 16:3, pages e3540.
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Melvin Parasram, Shamelia Y. LoiseauAndrea S. YooJacqueline B. Stone, Judy H. Ch'ang & Matthew S. Robbins. (2024) Curriculum Innovation: A Resident-Created Multiple-Choice Question of the Week to Augment Case-Based Learning. Neurology Education 3:1.
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Lisa A. Mandl, Myriam A. Lin, Sarah P. Gottesman, Erin Mich‐Gennari, Nicole Wall, Anan Nathif, Xiaoyue Ma & Juliet Aizer. (2023) An Online Program for Primary Care Practitioners to Enhance Confidence in Ability to Care for Patients With or at Risk of Painful Knee Osteoarthritis. ACR Open Rheumatology 6:3, pages 145-154.
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Marcel F D'Eon. (2024) The medical school curriculum is not designed for long-term retention: we should stop being alarmed when our learners forget. Canadian Medical Education Journal 15:1, pages 1-5.
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Anna T. Ryan, Terry Judd, Carey Wilson, Douglas P. Larsen, Simone Elliott, Kulamakan Kulasegaram & David Swanson. (2023) Timing's not everything: Immediate and delayed feedback are equally beneficial for performance in formative multiple‐choice testing. Medical Education.
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Thomas J. Van Hoof, Catherine M. Leary, Valori Banfi & E. Carol Polifroni. (2023) A Scoping Review of Retrieval Practice (Test-Enhanced Learning) in Nursing Education. Nursing Education Perspectives 44:6, pages 341-346.
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Cole P. Thompson & Marion A. Hughes. (2023) The Effectiveness of Spaced Learning, Interleaving, and Retrieval Practice in Radiology Education: A Systematic Review. Journal of the American College of Radiology 20:11, pages 1092-1101.
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Yangting Xu, Chen Chen, Ming Ji, Yang Xiang, Yang Han, Dandan Feng & Ziqiang Luo. (2023) An online flipped classroom approach improves the physiology score and subsequent course scores of the top-performing students. Advances in Physiology Education 47:3, pages 538-547.
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Matthew Song Peng Ng, Ahmad Ishqi Jabir, Tony De Rong Ng, Yi-Ian Ang, Jeng Long Chia, Darren Ngiap Hao Tan, James Lee, Dinesh Carl Junis Mahendran, Lorainne Tudor Car & Clement Luck Khng Chia. (2023) Evaluating TESLA-G, a gamified, telegram-delivered, quizzing platform for surgical education in medical students: protocol for a pilot randomised controlled trial. BMJ Open 13:6, pages e068740.
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Laureen A. Zubiaurre Bitzer, Shubha Dathatri, James B. Fine & Aubrie Swan Sein. (2023) Building a student learning‐focused assessment and grading system in dental school: One school's experience. Journal of Dental Education 87:5, pages 614-624.
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Fabrizio Zeri, Frank Eperjesi, Craig Woods, Stefan Bandlitz, Ajay Kumar Bhootra, Mahesh R. Joshi, Manbir Nagra, Helmer Schweizer & Shehzad A. Naroo. (2023) Evidence-based teaching in contact lenses education: Teaching and learning strategies. Contact Lens and Anterior Eye 46:2, pages 101822.
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Fabiola Stollar, Bernard Cerutti, Susanne Aujesky, Daniel Scherly, Mathieu Nendaz & Annick Galetto-Lacour. (2024) E-learning modules to improve clinical reasoning and practice: a prospective comparative study. MedEdPublish 13, pages 39.
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Fabiola Stollar, Bernard Cerutti, Susanne Aujesky, Daniel Scherly, Mathieu Nendaz & Annick Galetto-Lacour. (2023) E-learning modules to improve clinical reasoning and practice: a prospective comparative study. MedEdPublish 13, pages 39.
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Mary Tedesco-Schneck. (2023) Innovative approach to testing to support student success. Teaching and Learning in Nursing 18:1, pages 176-180.
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Natalie C. Steinel, Stephanie Corliss & Michael W. Lee. (2022) Voluntary participation in flipped classroom application sessions has a negligible effect on assessment outcomes in an accelerated pass-fail course. Advances in Physiology Education 46:4, pages 517-525.
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Reza Erfanian, Reihaneh Heidari, Hamed Emami & Behrooz Amirzargar. (2021) Sleep Medicine Evaluation in the Annual Patient Management Problem (PMP) Exam for Otolaryngology Residents. Indian Journal of Otolaryngology and Head & Neck Surgery 74:4, pages 490-493.
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Justin J. Mowchun & Claire Hogue Davila. (2022) How Am I Doing in Small Group? Student Perceptions of Feedback in Case-Based Learning Sessions. Medical Science Educator 32:6, pages 1487-1493.
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O.Yu. Muryzina. (2022) Дидактичні принципи технології повного засвоєння й міждисциплінарної інтеграції при підготовці до ліцензованого іспиту «Крок 3». EMERGENCY MEDICINE 18:6, pages 52-58.
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Martha P. Seagrave, Lynn Foster-Johnson, John B. Waits, Katherine Margo & Shou Ling Leong. (2022) Enhancing Examination Success: the Cumulative Benefits of Self-Assessment Questions and Virtual Patient Cases. Medical Science Educator 32:5, pages 985-993.
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Bjorn K. Watsjold, Michael Cosimini, Paulius Mui & Teresa M. Chan. (2022) Much ado about gaming: An educator's guide to serious games and gamification in medical education. AEM Education and Training 6:4.
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Andrea G Tenner, Anya L Greenberg, Paulina Nicholaus, Christian C Rose, Newton Addo, Catherine Reuben Shari, Alexandra Friedman, Upendo N George, Michael J Losak, Juma A Mfinanga & Hendry R Sawe. (2022) Mobile application adjunct to the WHO basic emergency care course: a mixed methods study. BMJ Open 12:7, pages e056763.
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Jeffrey D. Krimmel-Morrison & Gurpreet Dhaliwal. (2022) How to Keep Training—After Residency Training. Journal of General Internal Medicine 37:6, pages 1524-1528.
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Hardeep Singh, Denise M Connor & Gurpreet Dhaliwal. (2022) Five strategies for clinicians to advance diagnostic excellence. BMJ, pages e068044.
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Meghan M. McConnell. (2022) The Importance of Sociocultural Factors in Moderating the Applicability of Test-Enhanced Learning to Continuing Professional Development. Journal of Continuing Education in the Health Professions 42:3, pages 190-196.
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Thomas J. Van Hoof, Megan A. Sumeracki & Christopher R. Madan. (2022) Science of Learning Strategy Series: Article 3, Interleaving. Journal of Continuing Education in the Health Professions 42:4, pages 265-268.
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Pooja K. Agarwal, Ludmila D. Nunes & Janell R. Blunt. (2021) Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms. Educational Psychology Review 33:4, pages 1409-1453.
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Hayley J. Dunnack, Thomas J. Van Hoof, Valori Banfi & E. Carol Polifroni. (2021) Scoping Review of Distributed Practice in Nursing Education. Nursing Education Perspectives 42:6, pages E22-E25.
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Anna T. Ryan & Tim J. Wilkinson. (2021) Rethinking Assessment Design: Evidence‐Informed Strategies to Boost Educational Impact in the Anatomical Sciences. Anatomical Sciences Education 14:3, pages 361-367.
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Douglas McHugh, Richard Feinn, Jeff McIlvenna & Matt Trevithick. (2021) A Random Controlled Trial to Examine the Efficacy of Blank Slate: A Novel Spaced Retrieval Tool with Real-Time Learning Analytics. Education Sciences 11:3, pages 90.
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Thomas J. Van Hoof, Christopher R. Madan & Megan A. Sumeracki. (2021) Science of Learning Strategy Series: Article 2, Retrieval Practice. Journal of Continuing Education in the Health Professions 41:2, pages 119-123.
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