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Neville G. Chiavaroli & Jacob Pearce. (2024) Twelve tips for developing effective marking schemes for constructed-response examination questions. Medical Teacher 0:0, pages 1-7.
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Judith M. Brenner, Tracy B. Fulton, Marieke Kruidering, Jeffrey B. Bird, Joanne Willey, Kelli Qua & Doreen M. Olvet. (2024) What have we learned about constructed response short-answer questions from students and faculty? A multi-institutional study. Medical Teacher 46:3, pages 349-358.
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Doreen M. Olvet, Jeffrey B. Bird, Tracy B. Fulton, Marieke Kruidering, Klara K. Papp, Kelli Qua, Joanne M. Willey & Judith M. Brenner. (2023) A Multi-institutional Study of the Feasibility and Reliability of the Implementation of Constructed Response Exam Questions. Teaching and Learning in Medicine 35:5, pages 609-622.
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Ivry Zagury-Orly, Daniel S. Kamin, Edward Krupat, Bernard Charlin, Nicolas Fernandez & Krisztina Fischer. (2022) The Student-Generated Reasoning Tool (SGRT): Linking medical knowledge and clinical reasoning in preclinical education. Medical Teacher 44:2, pages 158-166.
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Susan Wlodarczyk, Virginie Muller-Juge, Karen E. Hauer, Michelle S. Tong, Amy Ransohoff & Christy Boscardin. (2021) Assessment to Optimize Learning Strategies: A Qualitative Study of Student and Faculty Perceptions. Teaching and Learning in Medicine 33:3, pages 245-257.
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Osa Eghosa-Aimufua. (2021) Assessing medical knowledge with open-ended questions: A medical student’s perspective. Medical Teacher 43:1, pages 119-119.
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Jenny Fortun & Helen Tempest. (2020) A case for written examinations in undergraduate medical education: experiences with modified essay examinations. Assessment & Evaluation in Higher Education 45:7, pages 926-939.
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Articles from other publishers (13)
Adati Tarfa, Andrea L. Kjos, Richelle M. Williams & Leslie Jackson. (2023) Impact of Teaching Social Determinants of Health on PIF in the Health Professions. American Journal of Pharmaceutical Education 87:11, pages 100544.
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Morgan Sehdev, Jason Lewis & Antje Barreveld. (2023) Demystifying Acute Pain Management in the Emergency Department: A Case-Based Approach. MedEdPORTAL.
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Haiyue Jin & Khoon Yoong Wong. (2021) Complementary measures of conceptual understanding: a case about triangle concepts. Mathematics Education Research Journal 35:1, pages 153-174.
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Archana Dhok, Suparna Roy, Rituparna Maji & Anindya Dasgupta. (2023) Comparison of multiple choice questions and very short answer type questions to assess different levels of cognition among medical undergraduates. Journal of Datta Meghe Institute of Medical Sciences University 18:1, pages 34.
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Mohamed H. Taha. 2023. Written Assessment in Medical Education. Written Assessment in Medical Education
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Marcela Pellegrini Peçanha, Maria Helena Senger, Ana Lúcia Cabulon, Débora Aparecida Rodrigueiro & Marta Wey Vieira. (2022) uso do blueprint como ferramenta de avaliação no curso de Medicina – PUC-SP. Boletim do Instituto de Saúde - BIS 23:2, pages 139-152.
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Katharina Brandl, Stephen Schneid & Nora Laiken. (2022) A small‐group activity to enhance learning of cardiovascular drugs for health science students. Pharmacology Research & Perspectives 10:5.
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Ducanhhoa-Crystal Nguyentan, Katherine Gruenberg & Jaekyu Shin. (2022) Should multiple-choice questions get the SAQ? Development of a short-answer question writing rubric. Currents in Pharmacy Teaching and Learning 14:5, pages 591-596.
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Doreen M. Olvet, Jeffrey B. Bird, Tracy B. Fulton, Marieke Kruidering, Klara K. Papp, Kelli Qua, Joanne M. Willey & Judith M. Brenner. (2021) Can Content Experts Rely on Others to Reliably Score Open-Ended Questions on Summative Exams?. Academic Medicine 96:11S, pages S210-S210.
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Laura MacIsaac & Rachel Masch. 2021. Advancing Women's Health Through Medical Education. Advancing Women's Health Through Medical Education
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Wassim H. Merzougui, Matthew A. Myers, Samuel Hall, Ahmad Elmansouri, Rob Parker, Alistair D. Robson, Octavia Kurn, Rachel Parrott, Kate Geoghegan, Charlotte H. Harrison, Deepika Anbu, Oliver Dean & Scott Border. (2021) Multiple‐Choice versus Open‐Ended Questions in Advanced Clinical Neuroanatomy: Using a National Neuroanatomy Assessment to Investigate Variability in Performance Using Different Question Types. Anatomical Sciences Education 14:3, pages 296-305.
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Sandrijn M. van Schaik. (2020) Accessible and Adaptable Faculty Development to Support Curriculum Reform in Medical Education. Academic Medicine 96:4, pages 495-500.
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Thomas Puthiaparampil & Md Mizanur Rahman. (2020) Very short answer questions: a viable alternative to multiple choice questions. BMC Medical Education 20:1.
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