Assessment, student
A Comparison of Problem-Based Learning and Standard Curriculum Students: Three Years of Retrospective Data, (Distlehorst & Robbs) 1998, 10:131-137
A Program to Enhance the Assessment of Cognitive Skills in the People’s Republic of China, (Sun & Norcini) 1995, 7:125-128
A Structural Model of Medical Student Achievement, (Sheehan & Sanford) 1990, 2:186-197
Analysis of Gross Anatomy Laboratory Performance Using a Student Dissection/Presentation Teaching Method, (Sandra & Ferguson) 1998, 10:158-161
Are Standardized Patient Ratings Influenced by Patient Perceptions of the Preceding Examinee?, (Williams & Others) 1998, 10:200-206
Assessment of Empathy in a Standardized-Patient Examination, (Colliver & Others) 1998, 10:8-11
Assessment of Exam Performance After Change to Problem-Based Learning: Differential Effects by Question Type, (Aaron & Others) 1998, 10:86-91
Assessment of Medical Students’ Learning and Performance in an Introductory Medical Ethics Course, (Spooner & Others) 1989, 1:167-170
Authentic Assessment of Interviewing and Counseling Skills: Effect of Testing Time per Station on Generalizability and Validity, (Bogels & Others) 1995, 7:155-162
Book Review of Constructing Written Test Questions for the Basic and Clinical Sciences, by Susan M. Case and David B. Swanson, (Page) 1998, 10:51-52
Cognitive Consequences of Problem-Based Learning for the Early Development of Medical Expertise, (Hmelo) 1998, 10:92-100
Commentary on: A Structural Model of Medical Student Achievement, (Forsythe) 1990, 2:198-199
Commentary on: Do Final Grades Reflect Written Qualitative Evaluations of Student Performance? (DaRosa) 1993, 5:16-17
Concept Mapping to Facilitate Veterinary Students
= Understanding of Fluid and Electrolyte Disorders, (Edmondson & Smith) 1998, 10:21-33Consensus Evaluation: A Method of Student Evaluation Yielding a High Retrieval Rate and Ranking Scores, (Russell & Rothman) 1993, 5:133-137
Do Final Grades Reflect Written Qualitative Evaluations of Student Performance? (Cohen & Others) 1993, 5:10-15
Effect of Ambulatory Care Training on Third-Year Medical Students
= Knowledge and Skills, (Frye & Others) 1998, 10:16-20Effects of Examiner Training on Open-Ended, Higher Taxonomic Level Questioning in Oral Certification Examinations, (Des Marchais and Jean) 1993, 5:24-28
Evaluating Clinical Skills in an Undergraduate Medical Education Curriculum, (Scott & Others) 1993, 5:49-53
Evaluation of Student Performance in Combined Baccalaureate-MD Degree Programs, (Loftus & Others) 1997, 9:248-253
Extended-Matching Items: A Practical Alternative to Free-Response Questions, (Case & Swanson) 1993, 5:107-115
Faculty Evaluation of the Clinical Performances of Students in a Problem-Based Learning Curriculum, (Blake & Parkison) 1998, 10:69-73
Further Evidence of Construct Validity of Standardized Patient-Based Performance Examinations, (Vu & Others) 1994, 6:255-259
How Do Faculty Evaluate Students’ Case Presentations?, (Elliot & Hickam) 1997, 9:261-263
Immediate Postexamination Review of Multiple Choice Questions, (McLeod) 1995, 7:67-70
Impact of Examiners on Candidate Scores: An Introduction to the Use of Multifacet Rasch Model Analysis for Oral Examinations, (Lunz & Stahl) 1993, 5:174-181
Later is Better: Projected USMLE Performance During Medical School, (Petrusa & Others) 1995, 7:163-167
Learning Effect of Reusing Stations in an Objective Structured Clinical Examination, (Jolly & Others) 1993, 5:66-71
Medical Students’ Development of Self- and Peer-Assessment Skills: A Longitudinal Study, (Calhoun & Others) 1990, 2:25-29
The Development of the Cognitive Behavior Survey to Assess Medical Student Learning, (Mitchell) 1994, 6:161-167
The Effect of Feedback on Students’ Abilities to Write Daily Progress Notes, (Niehaus & Others) 1995, 7:92-94