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Items: 1 to 20 of 146

1.

Assessment in undergraduate medical education: a review of course exams.

Vanderbilt AA, Feldman M, Wood IK.

Med Educ Online. 2013 Mar 6;18:1-5. doi: 10.3402/meo.v18i0.20438.

2.

Use of the NBME Comprehensive Basic Science Examination as a progress test in the preclerkship curriculum of a new medical school.

Johnson TR, Khalil MK, Peppler RD, Davey DD, Kibble JD.

Adv Physiol Educ. 2014 Dec;38(4):315-20. doi: 10.1152/advan.00047.2014.

3.

The quality of in-house medical school examinations.

Jozefowicz RF, Koeppen BM, Case S, Galbraith R, Swanson D, Glew RH.

Acad Med. 2002 Feb;77(2):156-61.

PMID:
11841981
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6.

Development of a competency-based formative progress test with student-generated MCQs: Results from a multi-centre pilot study.

Wagener S, Möltner A, Tımbıl S, Gornostayeva M, Schultz JH, Brüstle P, Mohr D, Vander Beken A, Better J, Fries M, Gottschalk M, Günther J, Herrmann L, Kreisel C, Moczko T, Illg C, Jassowicz A, Müller A, Niesert M, Strübing F, Jünger J.

GMS Z Med Ausbild. 2015 Oct 15;32(4):Doc46. doi: 10.3205/zma000988. eCollection 2015.

7.

Maturation of medical student musculoskeletal medicine knowledge and clinical confidence.

DiGiovanni BF, Chu JY, Mooney CJ, Lambert DR.

Med Educ Online. 2012;17. doi: 10.3402/meo.v17i0.17092. Epub 2012 Jul 23.

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Case based review questions, review sessions, and call schedule type enhance knowledge gains in a surgical clerkship.

McLean SF, Horn K, Tyroch AH.

J Surg Educ. 2013 Jan-Feb;70(1):68-75. doi: 10.1016/j.jsurg.2012.07.005. Epub 2012 Aug 28.

PMID:
23337673
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11.

Implementing goals for non-cognitive outcomes within a basic science course.

Derstine PL.

Acad Med. 2002 Sep;77(9):931-2. Review.

PMID:
12228102
12.

How interruptions in students' medical education affect their clinical performance evaluations.

Kalishman S, Santo-Gomez L.

Acad Med. 1990 Nov;65(11):704-5.

PMID:
2102102
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14.

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
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16.

Correlation of National Board of Medical Examiners scores with United States Medical Licensing Examination Step 1 And Step 2 scores.

Zahn CM, Saguil A, Artino AR Jr, Dong T, Ming G, Servey JT, Balog E, Goldenberg M, Durning SJ.

Acad Med. 2012 Oct;87(10):1348-54.

PMID:
22914528
17.

The Harvard Medical School-Cambridge integrated clerkship: an innovative model of clinical education.

Ogur B, Hirsh D, Krupat E, Bor D.

Acad Med. 2007 Apr;82(4):397-404. Review.

PMID:
17414198
18.

Comparability of the national board of medical examiners comprehensive clinical science examination and a set of five clinical science subject examinations.

Peterson LN, Rusticus SA, Ross LP.

Acad Med. 2015 May;90(5):684-90. doi: 10.1097/ACM.0000000000000643.

PMID:
25629950
19.

An analysis of Part II of the National Board of Medical Examiners Test with regard to questions in emergency medicine.

Sanders AB, Burdick WP, Stair TO, Witzke D.

Ann Emerg Med. 1986 Jan;15(1):12-5.

PMID:
3942350
20.

Educational outcomes of the Harvard Medical School-Cambridge integrated clerkship: a way forward for medical education.

Hirsh D, Gaufberg E, Ogur B, Cohen P, Krupat E, Cox M, Pelletier S, Bor D.

Acad Med. 2012 May;87(5):643-50. doi: 10.1097/ACM.0b013e31824d9821.

PMID:
22450189
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