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1.
Validity evidence and psychometric evaluation of a socially accountable health index for health professions schools.
Adv Health Sci Educ Theory Pract
; 29(1): 147-172, 2024 Mar.
Artículo
en Inglés
| MEDLINE | ID: mdl-37347458
2.
Competency-based medical education: The spark to ignite healthcare's escape fire.
Med Teach
; 46(1): 140-146, 2024 01.
Artículo
en Inglés
| MEDLINE | ID: mdl-37463405
3.
Reliability, validity and acceptability of an online clinical reasoning simulator for medical students: An international pilot.
Med Teach
; : 1-8, 2024 Mar 15.
Artículo
en Inglés
| MEDLINE | ID: mdl-38489473
4.
Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validity.
Med Teach
; 45(4): 433-441, 2023 04.
Artículo
en Inglés
| MEDLINE | ID: mdl-36306368
5.
Global Perceptions on Social Accountability and Outcomes: A Survey of Medical Schools.
Teach Learn Med
; 35(5): 527-536, 2023.
Artículo
en Inglés
| MEDLINE | ID: mdl-35903923
6.
Marking parties for marking written assessments: A spontaneous community of practice.
Med Teach
; : 1-7, 2023 Oct 02.
Artículo
en Inglés
| MEDLINE | ID: mdl-37783205
7.
Entrustable Professional Activities and Learning: The Postgraduate Trainee Perspective.
Acad Psychiatry
; 47(2): 134-142, 2023 Apr.
Artículo
en Inglés
| MEDLINE | ID: mdl-36224504
8.
An international study on the implementation of programmatic assessment: Understanding challenges and exploring solutions.
Med Teach
; 44(8): 928-937, 2022 08.
Artículo
en Inglés
| MEDLINE | ID: mdl-35701165
9.
The pursuit of fairness in assessment: Looking beyond the objective.
Med Teach
; 44(4): 353-359, 2022 04.
Artículo
en Inglés
| MEDLINE | ID: mdl-35104191
10.
Locally adapting generic rubrics for the implementation of outcome-based medical education: a mixed-methods approach.
BMC Med Educ
; 22(1): 262, 2022 Apr 11.
Artículo
en Inglés
| MEDLINE | ID: mdl-35410217
11.
Perceived positive social interdependence in online versus face-to-face team-based learning styles of collaborative learning: a randomized, controlled, mixed-methods study.
BMC Med Educ
; 22(1): 567, 2022 Jul 23.
Artículo
en Inglés
| MEDLINE | ID: mdl-35869477
12.
Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-making.
BMC Med Educ
; 22(1): 409, 2022 May 28.
Artículo
en Inglés
| MEDLINE | ID: mdl-35643442
13.
Supervisory dyads' communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residency.
BMC Med Educ
; 22(1): 330, 2022 Apr 28.
Artículo
en Inglés
| MEDLINE | ID: mdl-35484573
14.
Modeling the effect of social interdependence in interprofessional collaborative learning.
J Interprof Care
; 36(6): 820-827, 2022.
Artículo
en Inglés
| MEDLINE | ID: mdl-35129042
15.
Ottawa 2020 consensus statement for programmatic assessment - 1. Agreement on the principles.
Med Teach
; 43(10): 1139-1148, 2021 Oct.
Artículo
en Inglés
| MEDLINE | ID: mdl-34344274
16.
Ottawa 2020 consensus statements for programmatic assessment - 2. Implementation and practice.
Med Teach
; 43(10): 1149-1160, 2021 Oct.
Artículo
en Inglés
| MEDLINE | ID: mdl-34330202
17.
Contextual attributes to promote positive social interdependence in problem-based learning: a focus group study.
BMC Med Educ
; 21(1): 222, 2021 Apr 21.
Artículo
en Inglés
| MEDLINE | ID: mdl-33879160
18.
Extending the use of the conceptions of learning and teaching (COLT) instrument to the postgraduate setting.
BMC Med Educ
; 21(1): 32, 2021 Jan 07.
Artículo
en Inglés
| MEDLINE | ID: mdl-33413352
19.
Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan.
BMC Med Educ
; 21(1): 30, 2021 Jan 07.
Artículo
en Inglés
| MEDLINE | ID: mdl-33413338
20.
Between trust and control: Teachers' assessment conceptualisations within programmatic assessment.
Med Educ
; 54(6): 528-537, 2020 06.
Artículo
en Inglés
| MEDLINE | ID: mdl-31998987