Assessment to Optimize Learning Strategies: A Qualitative Study of Student and Faculty Perceptions

Susan Wlodarczyka Department of Medicine, University of California, San Francisco, California, USACorrespondence[email protected]

https://orcid.org/0000-0003-0583-3039

Virginie Muller-Jugeb Office of Medical Education, University of California San Francisco, San Francisco, California, USA

https://orcid.org/0000-0002-2346-8904

Karen E. Hauera Department of Medicine, University of California, San Francisco, California, USA

https://orcid.org/0000-0002-8812-4045

Michelle S. Tongb Office of Medical Education, University of California San Francisco, San Francisco, California, USA

Amy Ransohoffb Office of Medical Education, University of California San Francisco, San Francisco, California, USA

https://orcid.org/0000-0003-1431-1582

Christy Boscardinb Office of Medical Education, University of California San Francisco, San Francisco, California, USA

https://orcid.org/0000-0002-9070-8859

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Judith M. Brenner, Tracy B. Fulton, Marieke Kruidering, Jeffrey B. Bird, Joanne Willey, Kelli Qua & Doreen M. Olvet. (2023) What have we learned about constructed response short-answer questions from students and faculty? A multi-institutional study. Medical Teacher 0:0, pages 1-10.
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Articles from other publishers (1)

Marieke Kruidering‐Hall & Rupa Lalchandani Tuan. (2023) Information overdose: Student performance and perceptions of pharmacology resources on exams. Pharmacology Research & Perspectives 11:3.
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Assessment to Optimize Learning Strategies: A Qualitative Study of Student and Faculty Perceptions

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Assessment to Optimize Learning Strategies: A Qualitative Study of Student and Faculty Perceptions

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