Detalhe da pesquisa
1.
Institutional strategies related to test-taking behavior in low stakes assessment.
Adv Health Sci Educ Theory Pract
; 25(2): 321-335, 2020 05.
Artigo
Inglês
| MEDLINE | ID: mdl-31641942
2.
Progress testing anytime and anywhere - Does a mobile-learning approach enhance the utility of a large-scale formative assessment tool?
Med Teach
; 42(10): 1154-1162, 2020 10.
Artigo
Inglês
| MEDLINE | ID: mdl-32767902
3.
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.
Med Teach
; 40(11): 1123-1129, 2018 11.
Artigo
Inglês
| MEDLINE | ID: mdl-29950124
4.
Identifying low test-taking effort during low-stakes tests with the new Test-taking Effort Short Scale (TESS) - development and psychometrics.
BMC Med Educ
; 18(1): 101, 2018 May 08.
Artigo
Inglês
| MEDLINE | ID: mdl-29739405
5.
Computer versus paper--does it make any difference in test performance?
Teach Learn Med
; 27(1): 57-62, 2015.
Artigo
Inglês
| MEDLINE | ID: mdl-25584472
6.
[ENT mirror examination]. / Spiegeluntersuchung in der HNO.
Laryngorhinootologie
; 98(2): 77-78, 2019 Feb.
Artigo
Alemão
| MEDLINE | ID: mdl-30736064
7.
A simple approach of applying blended learning to problem-based learning is feasible, accepted and does not affect evaluation and exam results-a just pre-pandemic randomised controlled mixed-method study.
Naunyn Schmiedebergs Arch Pharmacol
; 396(1): 139-148, 2023 01.
Artigo
Inglês
| MEDLINE | ID: mdl-36264299
8.
The formation of physician altruism.
J Health Econ
; 87: 102716, 2023 Jan.
Artigo
Inglês
| MEDLINE | ID: mdl-36603361
9.
Can computer-based assessment enhance the acceptance of formative multiple choice exams? A utility analysis.
Med Teach
; 34(4): 292-6, 2012.
Artigo
Inglês
| MEDLINE | ID: mdl-22404878
10.
Comparison of the evaluation of formative assessment at two medical faculties with different conditions of undergraduate training, assessment and feedback.
GMS J Med Educ
; 37(4): Doc41, 2020.
Artigo
Inglês
| MEDLINE | ID: mdl-32685669
11.
Fifteen years of the cologne medical model study course: has the expectation of increasing student interest in general practice specialization been fulfilled?
GMS J Med Educ
; 36(5): Doc58, 2019.
Artigo
Inglês
| MEDLINE | ID: mdl-31815168
12.
Research into finding a stable prognosis parameter for the detection of students in need of guidance - Realization of equal opportunities through a diversity-oriented study guidance.
GMS J Med Educ
; 35(2): Doc19, 2018.
Artigo
Inglês
| MEDLINE | ID: mdl-29963609
13.
Studienstart International of the University of Cologne: The closely supervised semester of study entry for students from third countries using the example of the model degree program for human medicine.
GMS J Med Educ
; 35(5): Doc60, 2018.
Artigo
Inglês
| MEDLINE | ID: mdl-30637324
14.
A study on effects of and stance over tuition fees.
GMS J Med Educ
; 33(1): Doc6, 2016.
Artigo
Inglês
| MEDLINE | ID: mdl-26958654
15.
Peer teaching in paediatrics - medical students as learners and teachers on a paediatric course.
GMS Z Med Ausbild
; 27(5): Doc71, 2010.
Artigo
Inglês
| MEDLINE | ID: mdl-21818216