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Items: 1 to 20 of 124

1.

The benefits of testing for learning on later performance.

McConnell MM, St-Onge C, Young ME.

Adv Health Sci Educ Theory Pract. 2015 May;20(2):305-20. doi: 10.1007/s10459-014-9529-1.

PMID:
24973998
2.

A novel student-led approach to multiple-choice question generation and online database creation, with targeted clinician input.

Harris BH, Walsh JL, Tayyaba S, Harris DA, Wilson DJ, Smith PE.

Teach Learn Med. 2015;27(2):182-8. doi: 10.1080/10401334.2015.1011651.

PMID:
25893940
3.

A comparative study of students' performance in preclinical physiology assessed by multiple choice and short essay questions.

Oyebola DD, Adewoye OE, Iyaniwura JO, Alada AR, Fasanmade AA, Raji Y.

Afr J Med Med Sci. 2000 Sep-Dec;29(3-4):201-5.

PMID:
11713989
4.

Improving learning during pediatric lectures with multiple choice questions.

Serane TV, Arun Babu T, Menon R, Devagaran V, Kothendaraman B.

Indian J Pediatr. 2011 Aug;78(8):983-6. doi: 10.1007/s12098-010-0361-1.

PMID:
21327338
5.

Comparative effects of test-enhanced learning and self-explanation on long-term retention.

Larsen DP, Butler AC, Roediger HL 3rd.

Med Educ. 2013 Jul;47(7):674-82. doi: 10.1111/medu.12141.

PMID:
23746156
6.

Effectiveness of test-enhanced learning in continuing health sciences education: a randomized controlled trial.

McConnell MM, Azzam K, Xenodemetropoulos T, Panju A.

J Contin Educ Health Prof. 2015 Spring;35(2):119-22. doi: 10.1002/chp.21293.

PMID:
26115111
8.

A "Diabetes Acute Care Day" for medical students increases their knowledge and confidence of diabetes care: a pilot study.

MacEwen AW, Carty DM, McConnachie A, McKay GA, Boyle JG.

BMC Med Educ. 2016 Mar 9;16:88. doi: 10.1186/s12909-016-0600-x.

9.

Methods to assess students' acquisition, application and integration of basic science knowledge in an innovative competency-based curriculum.

Bierer SB, Dannefer EF, Taylor C, Hall P, Hull AL.

Med Teach. 2008;30(7):e171-7. doi: 10.1080/01421590802139740.

PMID:
18777415
10.
11.

Tips for developing a valid and reliable bank of multiple choice questions (MCQs).

Sadaf S, Khan S, Ali SK.

Educ Health (Abingdon). 2012 Sep-Dec;25(3):195-7. doi: 10.4103/1357-6283.109786.

12.
13.

Reducing the number of options on multiple-choice questions: response time, psychometrics and standard setting.

Schneid SD, Armour C, Park YS, Yudkowsky R, Bordage G.

Med Educ. 2014 Oct;48(10):1020-7. doi: 10.1111/medu.12525.

PMID:
25200022
14.

Test-enhanced learning in medical education.

Larsen DP, Butler AC, Roediger HL 3rd.

Med Educ. 2008 Oct;42(10):959-66. doi: 10.1111/j.1365-2923.2008.03124.x.

PMID:
18823514
15.

Comparative assessment of multiple choice questions versus short essay questions in pharmacology examinations.

Mujeeb AM, Pardeshi ML, Ghongane BB.

Indian J Med Sci. 2010 Mar;64(3):118-24. doi: 10.4103/0019-5359.95934.

16.

Multiple choice questions: a literature review on the optimal number of options.

Vyas R, Supe A.

Natl Med J India. 2008 May-Jun;21(3):130-3. Review.

PMID:
19004145
17.

Effectiveness of a national approach to prescribing education for multiple disciplines.

Khanal S, Buckley T, Harnden C, Koo M, Peterson G, Ryan A, Tse J, Westbury J, Zuo Y.

Br J Clin Pharmacol. 2013 Mar;75(3):756-62. doi: 10.1111/j.1365-2125.2012.04399.x.

18.

The importance of seeing the patient: test-enhanced learning with standardized patients and written tests improves clinical application of knowledge.

Larsen DP, Butler AC, Lawson AL, Roediger HL 3rd.

Adv Health Sci Educ Theory Pract. 2013 Aug;18(3):409-25. doi: 10.1007/s10459-012-9379-7.

PMID:
22618856
19.
20.

Constructing multiple choice questions as a method for learning.

Palmer E, Devitt P.

Ann Acad Med Singapore. 2006 Sep;35(9):604-8.

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