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Results: 1 to 20 of 102

Similar articles for PubMed (Select 16638150)

1.

Learning to mark: a qualitative study of the experiences and concerns of medical markers.

Hawthorne K, Wood F, Hood K, Cannings-John R, Houston H.

BMC Med Educ. 2006 Apr 25;6:25.

2.

Leniency and halo effects in marking undergraduate short research projects.

McKinstry BH, Cameron HS, Elton RA, Riley SC.

BMC Med Educ. 2004 Nov 29;4(1):28.

3.

The effectiveness and reliability of peer-marking in first-year medical students.

English R, Brookes ST, Avery K, Blazeby JM, Ben-Shlomo Y.

Med Educ. 2006 Oct;40(10):965-72.

PMID:
16987186
4.

Putting double marking to the test: a framework to assess if it is worth the trouble.

Cannings R, Hawthorne K, Hood K, Houston H.

Med Educ. 2005 Mar;39(3):299-308.

PMID:
15733166
5.

Factors affecting feasibility and acceptability of a practice-based educational intervention to support evidence-based prescribing: a qualitative study.

Watkins C, Timm A, Gooberman-Hill R, Harvey I, Haines A, Donovan J.

Fam Pract. 2004 Dec;21(6):661-9. Epub 2004 Nov 4.

6.

Combined student ratings and self-assessment provide useful feedback for clinical teachers.

Stalmeijer RE, Dolmans DH, Wolfhagen IH, Peters WG, van Coppenolle L, Scherpbier AJ.

Adv Health Sci Educ Theory Pract. 2010 Aug;15(3):315-28. doi: 10.1007/s10459-009-9199-6. Epub 2009 Sep 25.

7.

Group marking and peer assessment during a group poster presentation: the experiences and views of midwifery students.

Ohaja M, Dunlea M, Muldoon K.

Nurse Educ Pract. 2013 Sep;13(5):466-70. doi: 10.1016/j.nepr.2012.11.005. Epub 2012 Dec 21.

PMID:
23265913
8.

The educational effects of portfolios on undergraduate student learning: a Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11.

Buckley S, Coleman J, Davison I, Khan KS, Zamora J, Malick S, Morley D, Pollard D, Ashcroft T, Popovic C, Sayers J.

Med Teach. 2009 Apr;31(4):282-98. doi: 10.1080/01421590902889897. Review.

PMID:
19404891
9.

Helping each other to learn--a process evaluation of peer assisted learning.

Glynn LG, MacFarlane A, Kelly M, Cantillon P, Murphy AW.

BMC Med Educ. 2006 Mar 8;6:18.

10.

Academic staff perspectives of formative assessment in nurse education.

Koh LC.

Nurse Educ Pract. 2010 Jul;10(4):205-9. doi: 10.1016/j.nepr.2009.08.007. Epub 2009 Oct 8.

PMID:
19818688
11.

Final year MBBS students' perception for observed structured clinical examination.

Siddiqui FG.

J Coll Physicians Surg Pak. 2013 Jan;23(1):20-4. doi: 01.2013/JCPSP.2024.

PMID:
23286618
12.
13.

[The analysis of physicians' work: announcing the end of attempts at in vitro fertilization].

Santiago-Delefosse M, Cahen F, Coeffin-Driol C.

Encephale. 2003 Jul-Aug;29(4 Pt 1):293-305. French.

PMID:
14615699
14.

Assessment of professionalism in integrated curriculum: the faculty's perspective.

Mahboob U, Evans P.

J Coll Physicians Surg Pak. 2013 Nov;23(10):771-4. doi: 11.2013/JCPSP.771774.

PMID:
24169382
15.

Using a structured clinical coaching program to improve clinical skills training and assessment, as well as teachers' and students' satisfaction.

Régo P, Peterson R, Callaway L, Ward M, O'Brien C, Donald K.

Med Teach. 2009 Dec;31(12):e586-95. doi: 10.3109/01421590903193588.

PMID:
19995160
16.

Can peer review help the marking experience?

Wood F, Hawthorne K, Hood K, Cannings-John R.

Med Educ. 2005 Nov;39(11):1156-7. No abstract available.

PMID:
16262829
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Medical students' and facilitators' experiences of an Early Professional Contact course: active and motivated students, strained facilitators.

von Below B, Hellquist G, Rödjer S, Gunnarsson R, Björkelund C, Wahlqvist M.

BMC Med Educ. 2008 Dec 2;8:56. doi: 10.1186/1472-6920-8-56.

20.
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