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Kien Xuan Nguyen, Tien Viet Tran, Thuan Duc Nghiem, Tuan Ngoc Tran, Thang Ba Ta, Ba Van Nguyen, Tuan Dinh Le, Son Tien Nguyen, Kien Trung Nguyen, Hoa Trung Dinh, Dinh Cong Pho, Toan Nguyen Duy & Pham Quoc Toan. (2023) Relationship Between Metacognitive Awareness of Undergraduate Students and Students’ Academic Performance at Vietnam Military Medical University. Advances in Medical Education and Practice 14, pages 791-801.
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Kate D Pecar, Peter J Anderson, Shelley Hopkins, Kristopher RD Rallah-Baker & Sharon A Bentley. (2023) Educator perspectives on implementing the Optometry Aboriginal and Torres Strait Islander health curriculum framework. Clinical and Experimental Optometry 106:2, pages 140-149.
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Juuso Henrik Nieminen, Margaret Bearman & Joanna Tai. (2023) How is theory used in assessment and feedback research? A critical review. Assessment & Evaluation in Higher Education 48:1, pages 77-94.
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Diana Pereira, Irene Cadime & Maria Assunção Flores. (2022) Investigating assessment in higher education: students’ perceptions. Research in Post-Compulsory Education 27:2, pages 328-350.
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Kerry G. Baker. (2022) Twelve tips for optimising medical student retention of anatomy. Medical Teacher 44:2, pages 138-143.
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Eva Lopes Fernandes & Maria Assunção Flores. (2022) Assessment in higher education: voices of programme directors. Assessment & Evaluation in Higher Education 47:1, pages 45-60.
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Michael Page, John Gardner & Joe Booth. (2020) Validating written feedback in clinical formative assessment. Assessment & Evaluation in Higher Education 45:5, pages 697-713.
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Mark G. Rae & Mohammed H. Abdulla. (2023) An investigation of preclinical medical students’ preference for summative or formative assessment for physiology learning. Advances in Physiology Education 47:3, pages 383-392.
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Ligia Cordovani, Cody Tran, Anne Wong, Susan M. Jack & Sandra Monteiro. (2023) Undergraduate Learners’ Receptiveness to Feedback in Medical Schools: A Scoping Review. Medical Science Educator 33:5, pages 1253-1269.
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Alice Barber, Alexander Flach, Jack Bonnington & Emily M Pattinson. (2023) LGBTQ+ Healthcare Teaching in UK Medical Schools: An Investigation into Medical Students’ Understanding and Preparedness for Practice. Journal of Medical Education and Curricular Development 10, pages 238212052311648.
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R. Kickert, M. Meeuwisse, K. M. Stegers-Jager, P. Prinzie & L. R. Arends. (2021) Curricular fit perspective on motivation in higher education. Higher Education 83:4, pages 729-745.
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Sobia Haris, Muhammad Haris, Farah Deeba, Imran Zaman Khan, Muhammad Fayyaz, Saeeda Safi & Muhammad Jehangir Khan. (2022) Approach of Undergraduate Medical Students Towards the Contemporary Examination System in Khyber Pakhtunkhwa, Pakistan. Pakistan BioMedical Journal 5:1.
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Stephanie Long, Charo Rodriguez, Christina St-Onge, Pierre-Paul Tellier, Nazi Torabi & Meredith Young. (2021) Factors affecting perceived credibility of assessment in medical education: A scoping review. Advances in Health Sciences Education 27:1, pages 229-262.
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Martin Schmidt, Brian Pinney & Sarah Werning. (2022) Declining Student Performance and Satisfaction following Back-to-Back Scheduling of Foundational Science Exams: Experience at a Large US Osteopathic Medical School. Education Sciences 12:2, pages 94.
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Eleni Patera. (2021) Is There a Correlation Between How Medical Students Study and Prepare for Anatomy and the Reasons Why They Find Anatomy Difficult?. Anatomical Sciences Education 14:6, pages 853-855.
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Volkan MUTLU. (2021) Students Perceptions of Homework as a Formal Assessment MethodStudents Perceptions of Homework as a Formal Assessment Method. International e-Journal of Educational Studies 5:10, pages 55-70.
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Hebat Allah A. Amin, Haidy Khalil, Doaa Khaled, Mamdouh Mahdi, Mohamed Fathelbab & Dalia A. Gaber. (2021) Case item creation and video case presentation as summative assessment tools for distance learning in the pandemic era. Medical Journal Armed Forces India 77, pages S466-S474.
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Marco Rüth, Johannes Breuer, Daniel Zimmermann & Kai Kaspar. (2021) The Effects of Different Feedback Types on Learning With Mobile Quiz Apps. Frontiers in Psychology 12.
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S. Snekalatha, S. Mohamed Marzuk, Swapnatai. A. Meshram, K. Uma Maheswari, G. Sugapriya & K. Sivasharan. (2021) Medical students’ perception of the reliability, usefulness and feasibility of unproctored online formative assessment tests. Advances in Physiology Education 45:1, pages 84-88.
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H. Taktashov, N. Hrona, O. Homozova, O. Suprun & I. Kozynska. (2020) The Characteristics of Using Interactive, High-Technology Information and Distance Learning Methods for Study the Discipline “Internal Medicine” in Blended Learning Conditions. Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 5:5, pages 298-304.
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Russell Butson, Senorita John & Adan Suazo. (2020) The Behaviour of Learning: Exploring Independent Study Practices of Undergraduate Heath Science Students. Medical Science Educator 30:2, pages 917-925.
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