Citations (75)
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Hendrik Friederichs, Wolf Jonas Friederichs & Maren März. (2023) ChatGPT in medical school: how successful is AI in progress testing?. Medical Education Online 28:1.
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Andy Wearn, Vanshay Bindra, Bradley Patten & Benjamin P. T. Loveday. (2023) Relationship between medical programme progress test performance and surgical clinical attachment timing and performance. Medical Teacher 45:8, pages 877-884.
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Ulf Ramberg, Gudrun Edgren & Marie Wahlgren. (2021) Capturing progression of formal knowledge and employability skills by monitoring case discussions in class. Teaching in Higher Education 26:2, pages 246-264.
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Dennis Görlich & Hendrik Friederichs. (2021) Using longitudinal progress test data to determine the effect size of learning in undergraduate medical education – a retrospective, single-center, mixed model analysis of progress testing results. Medical Education Online 26:1.
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Yassin Karay & Stefan K. Schauber. (2018) A validity argument for progress testing: Examining the relation between growth trajectories obtained by progress tests and national licensing examinations using a latent growth curve approach. Medical Teacher 40:11, pages 1123-1129.
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Kulamakan Kulasegaram, Maria Mylopoulos, Paul Tonin, Stacey Bernstein, Pier Bryden, Marcus Law, Jana Lazor, Richard Pittini, Sanjeev Sockalingam, Glendon R. Tait & Patricia Houston. (2018) The alignment imperative in curriculum renewal. Medical Teacher 40:5, pages 443-448.
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William S Wright & Kirk Baston. (2017) Use of the National Board of Medical Examiners® Comprehensive Basic Science Exam: survey results of US medical schools. Advances in Medical Education and Practice 8, pages 377-383.
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Sylvia Heeneman, Suzanne Schut, Jeroen Donkers, Cees van der Vleuten & Arno Muijtjens. (2017) Embedding of the progress test in an assessment program designed according to the principles of programmatic assessment. Medical Teacher 39:1, pages 44-52.
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Karen Given, Ailish Hannigan & Deirdre McGrath. (2016) Red, yellow and green: What does it mean? How the progress test informs and supports student progress. Medical Teacher 38:10, pages 1025-1032.
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Kendall Noel, Douglas Archibald, Carlos Brailovsky & Ashley Mautbur. (2016) Progress testing in family medicine – A novel use for simulated office oral exams. Medical Teacher 38:4, pages 364-368.
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Debra Pugh, Claire Touchie, Susan Humphrey-Murto & Timothy J. Wood. (2016) The OSCE progress test – Measuring clinical skill development over residency training. Medical Teacher 38:2, pages 168-173.
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Ardi Findyartini, Retno Asti Werdhani, Detty Iryani, Eka Agustia Rini, Ratna Kusumawati, Eti Poncorini & Widana Primaningtyas. (2015) Collaborative progress test (cPT) in three medical schools in Indonesia: The validity, reliability and its use as a curriculum evaluation tool. Medical Teacher 37:4, pages 366-373.
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Diana H.J.M. Dolmans, Ineke H.A.P. Wolfhagen & Jeroen J.G. Van Merriënboer. (2013) Twelve tips for implementing whole-task curricula: How to make it work. Medical Teacher 35:10, pages 801-805.
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Paul Finucane, Denise Flannery, Deirdre McGrath & Jean Saunders. (2013) Demographic attributes and knowledge acquisition among graduate-entry medical students. Medical Teacher 35:2, pages 134-138.
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Cecile Ravesloot, Marieke van der Schaaf, Cees Haaring, Cas Kruitwagen, Erik Beek, Olle Ten Cate & Jan van Schaik. (2012) Construct validation of progress testing to measure knowledge and visual skills in radiology. Medical Teacher 34:12, pages 1047-1055.
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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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Yassin Karay, Stefan K. Schauber, Christoph Stosch & Katrin Schuettpelz-Brauns. (2012) Can computer-based assessment enhance the acceptance of formative multiple choice exams? A utility analysis. Medical Teacher 34:4, pages 292-296.
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Articles from other publishers (58)
Elisabeth Schaper, Theo van Haeften, Jakob Wandall, Antti Iivanainen, Johanna Penell, Charles McLean Press, Pierre Lekeux & Peter Holm. (2023) Development of a shared item repository for progress testing in veterinary education. Frontiers in Veterinary Science 10.
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Valérie Dory, Maryam Wagner, Richard Cruess, Sylvia Cruess & Meredith Young. (2023) If we assess, will they learn? Students’ perspectives on the complexities of assessment-for-learning. Canadian Medical Education Journal.
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Miriam Sieg, Iván Roselló Atanet, Mihaela Todorova Tomova, Uwe Schoeneberg, Victoria Sehy, Patrick Mäder & Maren März. (2023) Discovering unknown response patterns in progress test data to improve the estimation of student performance. BMC Medical Education 23:1.
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Ahmad S. Alamro, Abdullah A. Alghasham, Hani A. Al-Shobaili, Homaidan T. Alhomaidan, Tarek A. Salem, Majed M. Wadi & Mohamed N. Saleh. (2023) 10 years of experience in adopting, implementing and evaluating progress testing for Saudi medical students. Journal of Taibah University Medical Sciences 18:1, pages 175-185.
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Luiz Ernesto de Almeida Troncon, Lucila Leico Kagohara Elias, Mariana Kiomy Osako, Elen Almeida Romão, Valdes Roberto Bollela & Júlio Cesar Moriguti. (2023) Reflections on the use of the Progress Test in the programmatic student assessment. Revista Brasileira de Educação Médica 47:2.
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Luiz Ernesto de Almeida Troncon, Lucila Leico Kagohara Elias, Mariana Kiomy Osako, Elen Almeida Romão, Valdes Roberto Bollela & Júlio Cesar Moriguti. (2023) Reflexões sobre a utilização do Teste de Progresso na avaliação programática do estudante. Revista Brasileira de Educação Médica 47:2.
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Iris Lindemann, Julie Ash & Janice Orrell. 2023. Clinical Education for the Health Professions. Clinical Education for the Health Professions
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Sarah E. M. Meek, Hilary Neve & Andy Wearn. 2023. Clinical Education for the Health Professions. Clinical Education for the Health Professions
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Victoria Sehy, Iván Roselló Atanet, Miriam Sieg, Jana Struzena & Maren März. (2022) Effects of COVID-19 Pandemic on Progress Test Performance in German-Speaking Countries. Education Research International 2022, pages 1-9.
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Ryan R. Landoll, Layne D. Bennion, Ashley M. Maranich, Paul A. Hemmer, Dario Torre, Deanna N. Schreiber-Gregory, Steven J. Durning & Ting Dong. (2022) Extending growth curves: a trajectory monitoring approach to identification and interventions in struggling medical student learners. Advances in Health Sciences Education 27:3, pages 645-658.
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Vincent DionChristina St-OngeIlona BartmanClaire TouchieDebra Pugh. (2022) Written-Based Progress Testing: A Scoping Review. Academic Medicine 97:5, pages 747-757.
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Ruy Guilherme Silveira de Souza & Angélica Maria Bicudo. (2022) Onze anos de Teste de Progresso na Unicamp: um estudo sobre a validade do teste. Revista Brasileira de Educação Médica 46:suppl 1.
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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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Neil Rice, José Miguel Pêgo, Carlos Fernando Collares, Jolanta Kisielewska & Thomas Gale. (2022) The development and implementation of a computer adaptive progress test across European countries. Computers and Education: Artificial Intelligence 3, pages 100083.
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Dorothea Maria Koppes, Anniko Snoeren, Kim Josephina Bernadette Notten, Annelieke N. Schepens-Franke, Rutgerus Franciscus Petrus Maria Kruitwagen & Fedde Scheele. (2022) Anatomy (knowledge) in postgraduate obstetrics and gynaecology training: Is it sufficient enough?. Annals of Anatomy - Anatomischer Anzeiger 239, pages 151826.
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Giovanni Galeoto, Anna Berardi, Francesca Alatri, Maria Teresa Giannini, Marco Tofani & Donatella Valente. 2022. Learning Technology for Education Challenges. Learning Technology for Education Challenges
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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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Iris Lindemann, Julie Ash & Janice Orrell. 2020. Clinical Education for the Health Professions. Clinical Education for the Health Professions
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Giovanni Galeoto, Raffaella Rumiati, Morena Sabella, Donatella Valente, Marco Tofani, Anna Berardi & Julita Sansoni. 2021. Learning Technology for Education Challenges. Learning Technology for Education Challenges
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Sylvia Heeneman & Suzanne Schut. (2020) Meaningful mapping of remediation in longitudinal and developmental assessment models. Medical Education 54:10, pages 866-868.
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Lisa Herrmann, Christina Beitz-Radzio, Dora Bernigau, Stephan Birk, Jan P. Ehlers, Birte Pfeiffer-Morhenn, Ingrid Preusche, Andrea Tipold & Elisabeth Schaper. (2020) Status Quo of Progress Testing in Veterinary Medical Education and Lessons Learned. Frontiers in Veterinary Science 7.
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D. R. Rutgers, J. P. J. van Schaik, C. L. J. J. Kruitwagen, C. Haaring, W. van Lankeren, A. F. van Raamt & O. ten Cate. (2020) Introducing Summative Progress Testing in Radiology Residency: Little Change in Residents’ Test Results After Transitioning from Formative Progress Testing. Medical Science Educator 30:2, pages 943-953.
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Katrin Schüttpelz-Brauns, Martin Hecht, Katinka Hardt, Yassin Karay, Michaela Zupanic & Juliane E. Kämmer. (2019) Institutional strategies related to test-taking behavior in low stakes assessment. Advances in Health Sciences Education 25:2, pages 321-335.
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Ayşen Melek AYTUĞ KOŞAN, Nizamettin KOÇ, Atilla Halil ELHAN & Derya ÖZTUNA. (2020) Developing an Item Bank for Progress Tests and Application of Computerized Adaptive Testing by Simulation in Medical EducationDeveloping an Item Bank for Progress Tests and Application of Computerized Adaptive Testing by Simulation in Medical Education. International Journal of Assessment Tools in Education 6:4, pages 656-669.
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Sarah E. M. Meek, Hilary Neve & Andy Wearn. 2020. Clinical Education for the Health Professions. Clinical Education for the Health Professions
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Angélica Maria Bicudo, Pedro Tadao Hamamoto Filho, Joelcio Francisco Abbade, Maria de Lourdes Marmorato Botta Hafner & Claudia Maria Leite Maffei. (2019) Teste de Progresso em Consórcios para Todas as Escolas Médicas do Brasil. Revista Brasileira de Educação Médica 43:4, pages 151-156.
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Pedro Tadao Hamamoto Filho, Pedro Luiz Toledo de Arruda Lourenção, Adriana Polachini do Valle, Joélcio Francisco Abbade & Angélica Maria Bicudo. (2019) The Correlation Between Students’ Progress Testing Scores and Their Performance in a Residency Selection Process. Medical Science Educator 29:4, pages 1071-1075.
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Denis DumasDaniel McNeishDeanna Schreiber-GregorySteven J. DurningDario M. Torre. (2019) Dynamic Measurement in Health Professions Education: Rationale, Application, and Possibilities. Academic Medicine 94:9, pages 1323-1328.
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Wolf E Hautz, Sebastian Schubert, Stefan K Schauber, Olga Kunina‐Habenicht, Stefanie C Hautz, Juliane E Kämmer & Kevin W Eva. (2019) Accuracy of self‐monitoring: does experience, ability or case difficulty matter?. Medical Education 53:7, pages 735-744.
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Giovanni Galeoto, Anna Berardi, Cecilia Pizzi, Ilaria Farina & Julita Sansoni. 2019. Learning Technology for Education Challenges. Learning Technology for Education Challenges
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Katrin Schüttpelz-Brauns, Martina Kadmon, Claudia Kiessling, Yassin Karay, Margarita Gestmann & Juliane E. Kämmer. (2018) Identifying low test-taking effort during low-stakes tests with the new Test-taking Effort Short Scale (TESS) – development and psychometrics. BMC Medical Education 18:1.
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D. R. Rutgers, J. P. J. van Schaik, W. van Lankeren, F. van Raamt & Th. J. ten Cate. (2018) Resident and Faculty Attitudes Toward the Dutch Radiology Progress Test as It Transitions from a Formative to a Summative Measure of Licensure Eligibility. Medical Science Educator 28:4, pages 639-647.
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B. Kirnbauer, A. Avian, N. Jakse, P. Rugani, D. Ithaler & R. Egger. (2018) First reported implementation of a German‐language progress test in an undergraduate dental curriculum: A prospective study. European Journal of Dental Education 22:4.
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D. R. Rutgers, F. van Raamt, W. van Lankeren, C. J. Ravesloot, A. van der Gijp, Th. J. ten Cate & J. P. J. van Schaik. (2017) Fourteen years of progress testing in radiology residency training: experiences from The Netherlands. European Radiology 28:5, pages 2208-2215.
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Kulamakan Kulasegaram & Patangi K. Rangachari. (2018) Beyond “formative”: assessments to enrich student learning. Advances in Physiology Education 42:1, pages 5-14.
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Kamran Ali, Daniel Zahra, Christopher Tredwin, Claire McIlwaine & Gill Jones. (2018) Use of Progress Testing in a UK Dental Therapy and Hygiene Educational Program. Journal of Dental Education 82:2, pages 130-136.
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Daniela Miori Pascon, Eloá Otrenti & Vera Lucia Mira. (2018) Percepção e desempenho de graduandos de enfermagem em avaliação de metodologias ativas. Acta Paulista de Enfermagem 31:1, pages 61-70.
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Kamran Ali, Matthew Jerreat, Daniel Zahra & Christopher Tredwin. (2017) Correlations Between Final-Year Dental Students’ Performance on Knowledge-Based and Clinical Examinations. Journal of Dental Education 81:12, pages 1444-1450.
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Jill Yielder, Andy Wearn, Yan Chen, Marcus A. Henning, Jennifer Weller, Steven Lillis, Vernon Mogol & Warwick Bagg. (2017) A qualitative exploration of student perceptions of the impact of progress tests on learning and emotional wellbeing. BMC Medical Education 17:1.
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Nina Katajavuori, Outi Salminen, Katariina Vuorensola, Helena Huhtala, Pia Vuorela & Jouni Hirvonen. (2017) Competence-Based Pharmacy Education in the University of Helsinki. Pharmacy 5:2, pages 29.
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Maria Inês da Rosa, Camila Carminati Isoppo, Helen Dominik Cattaneo, Kristian Madeira, Fernando Adami & Olavo Franco Ferreira Filho. (2017) O Teste de Progresso como Indicador para Melhorias em Curso de Graduação em Medicina. Revista Brasileira de Educação Médica 41:1, pages 58-68.
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Ryo KISHIRATakuya MAESHIMA, Yasuhiro KODAIchiro IWAKI. (2017) REPAIRING EFFECT OF LATEX MODIFIED RAPID HARDENING CONCRETE ON RC ROAD BRIDGE DECKS DETERIORATED DUE TO ASR AND FATIGUEASRと疲労の複合作用により劣化した道路橋RC床版に対するラテックス改質速硬コンクリートを用いた補修の効果. Cement Science and Concrete Technology 71:1, pages 532-539.
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Mataroria P Lyndon, Marcus A Henning, Hussain Alyami, Sanjeev Krishna, Tzu-Chieh Yu & Andrew G Hill. (2017) The Impact of a Revised Curriculum on Academic Motivation, Burnout, and Quality of Life Among Medical Students. Journal of Medical Education and Curricular Development 4, pages 238212051772190.
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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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Malta Junior Alberto, Lucio Martins Machado José, Jutta Shadeck Maria, Fonseca Ferrari Anabel & Fernando Collares Carlos. (2016) Progress test: A review to motivate their use in pharmacy schools in Brazil. African Journal of Pharmacy and Pharmacology 10:45, pages 967-977.
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K. Ali, L. Coombes, E. Kay, C. Tredwin, G. Jones, C. Ricketts & J. Bennett. (2016) Progress testing in undergraduate dental education: the Peninsula experience and future opportunities. European Journal of Dental Education 20:3, pages 129-134.
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Debra Pugh & Glenn Regehr. (2016) Taking the sting out of assessment: is there a role for progress testing?. Medical Education 50:7, pages 721-729.
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Edward Krupat & Stephen R. Pelletier. (2015) The Development of Medical Student Competence: Tracking Its Trajectory Over Time. Medical Science Educator 26:1, pages 61-67.
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René A. Tio, Bert Schutte, Ariadne A. Meiboom, Janke Greidanus, Eline A. Dubois & Andre J. A. Bremers. (2016) The progress test of medicine: the Dutch experience. Perspectives on Medical Education 5:1, pages 51-55.
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Yan Chen, Marcus Henning, Jill Yielder, Rhys Jones, Andy Wearn & Jennifer Weller. (2015) Progress testing in the medical curriculum: students’ approaches to learning and perceived stress. BMC Medical Education 15:1.
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Steven LillisJill YielderVernon MogolBarbara O'ConnorKira BacalRoger BoothWarwick Bagg. (2014) Progress Testing for Medical Students at the University of Auckland: Results from the First Year of Assessments. Journal of Medical Education and Curricular Development 1, pages JMECD.S20094.
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Ying Wang, Sheping Zhai & Jianyuan Liu. (2013) Dimensionality Reduction of Multi-spectral Images for Color Reproduction. Journal of Software 8:5.
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Roy Remmen, Johan Wens, Annelies Damen, Herman Duesman & Veronique Verhoeven. (2012) Knowledge assessment of trainees and trainers in general practice in a neighboring country. Making a case for international collaboration. BMC Family Practice 13:1.
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Zineb Nouns, Stefan Schauber, Claudia Witt, Halina Kingreen & Katrin Schüttpelz‐Brauns. (2012) Development of knowledge in basic sciences: a comparison of two medical curricula. Medical Education 46:12, pages 1206-1214.
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Louise Wade, Chris Harrison, James Hollands, Karen Mattick, Chris Ricketts & Val Wass. (2011) Student perceptions of the progress test in two settings and the implications for test deployment. Advances in Health Sciences Education 17:4, pages 573-583.
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Lambert W. T. Schuwirth & Cees P. M. van der Vleuten. (2012) The use of progress testing. Perspectives on Medical Education 1:1, pages 24-30.
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Chris Ricketts & John Bligh. (2011) Developing a “Frequent Look and Rapid Remediation” Assessment System for a New Medical School. Academic Medicine 86:1, pages 67-71.
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