Detalhe da pesquisa
1.
The Balancing Act of Assessment Validity in Interprofessional Healthcare Education: A Qualitative Evaluation Study.
Teach Learn Med
; : 1-14, 2023 Nov 15.
Artigo
em Inglês
| MEDLINE | ID: mdl-37964556
2.
Putting self-regulated learning in context: Integrating self-, co-, and socially shared regulation of learning.
Med Educ
; 56(1): 29-36, 2022 Jan.
Artigo
em Inglês
| MEDLINE | ID: mdl-33988857
3.
How medical students co-regulate their learning in clinical clerkships: a social network study.
BMC Med Educ
; 22(1): 193, 2022 Mar 21.
Artigo
em Inglês
| MEDLINE | ID: mdl-35313887
4.
Beyond the self: The role of co-regulation in medical students' self-regulated learning.
Med Educ
; 54(3): 234-241, 2020 03.
Artigo
em Inglês
| MEDLINE | ID: mdl-31788840
5.
Toward a better judgment of item relevance in progress testing.
BMC Med Educ
; 17(1): 151, 2017 Sep 05.
Artigo
em Inglês
| MEDLINE | ID: mdl-28870176
6.
Why peer assessment helps to improve clinical performance in undergraduate physical therapy education: a mixed methods design.
BMC Med Educ
; 14: 117, 2014 Jun 13.
Artigo
em Inglês
| MEDLINE | ID: mdl-24928420
7.
Design guidelines for assessing students' interprofessional competencies in healthcare education: a consensus study.
Perspect Med Educ
; 11(6): 316-324, 2022 12.
Artigo
em Inglês
| MEDLINE | ID: mdl-36223031
8.
Relationships between medical students' co-regulatory network characteristics and self-regulated learning: a social network study.
Perspect Med Educ
; 11(1): 28-35, 2022 01.
Artigo
em Inglês
| MEDLINE | ID: mdl-33929685
9.
Feedback for general practitioners in training: quality, styles, and preferences.
Adv Health Sci Educ Theory Pract
; 11(3): 289-303, 2006 Aug.
Artigo
em Inglês
| MEDLINE | ID: mdl-16832711