Works matching IS 13824996 AND DT 2015 AND VI 20 AND IP 3
Results: 19
Examiners and content and site: Oh My! A national organization's investigation of score variation in large-scale performance assessments.
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- Advances in Health Sciences Education, 2015, v. 20, n. 3, p. 581, doi. 10.1007/s10459-014-9547-z
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Validity: applying current concepts and standards to gynecologic surgery performance assessments.
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- Advances in Health Sciences Education, 2015, v. 20, n. 3, p. 817, doi. 10.1007/s10459-014-9548-y
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Nursing students' experiences of the empathy of their teachers: a qualitative study.
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- Advances in Health Sciences Education, 2015, v. 20, n. 3, p. 669, doi. 10.1007/s10459-014-9554-0
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Medical school personal statements: a measure of motivation or proxy for cultural privilege?
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- Advances in Health Sciences Education, 2015, v. 20, n. 3, p. 627, doi. 10.1007/s10459-014-9550-4
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Much ado about differences: why expert-novice comparisons add little to the validity argument.
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- Advances in Health Sciences Education, 2015, v. 20, n. 3, p. 829, doi. 10.1007/s10459-014-9551-3
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Acting as standardized patients enhances family medicine residents' self-reported skills in palliative care.
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- Advances in Health Sciences Education, 2015, v. 20, n. 3, p. 645, doi. 10.1007/s10459-014-9552-2
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Can the tools of activity theory help us in advancing understanding and organisational change in undergraduate medical education?
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- Advances in Health Sciences Education, 2015, v. 20, n. 3, p. 655, doi. 10.1007/s10459-014-9553-1
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Examining shifts in medical students' microanalytic motivation beliefs and regulatory processes during a diagnostic reasoning task.
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- Advances in Health Sciences Education, 2015, v. 20, n. 3, p. 611, doi. 10.1007/s10459-014-9549-x
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A mentor training program improves mentoring competency for researchers working with early-career investigators from underrepresented backgrounds.
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- Advances in Health Sciences Education, 2015, v. 20, n. 3, p. 683, doi. 10.1007/s10459-014-9555-z
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Peer assisted learning in the clinical setting: an activity systems analysis.
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- Advances in Health Sciences Education, 2015, v. 20, n. 3, p. 595, doi. 10.1007/s10459-014-9557-x
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Understanding resident ratings of teaching in the workplace: a multi-centre study.
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- Advances in Health Sciences Education, 2015, v. 20, n. 3, p. 691, doi. 10.1007/s10459-014-9559-8
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Motivation towards medical career choice and future career plans of Polish medical students.
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- Advances in Health Sciences Education, 2015, v. 20, n. 3, p. 709, doi. 10.1007/s10459-014-9560-2
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GP supervisors' experience in supporting self-regulated learning: a balancing act.
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- Advances in Health Sciences Education, 2015, v. 20, n. 3, p. 727, doi. 10.1007/s10459-014-9561-1
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Deconstructing dementia and delirium hospital practice: using cultural historical activity theory to inform education approaches.
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- Advances in Health Sciences Education, 2015, v. 20, n. 3, p. 745, doi. 10.1007/s10459-014-9562-0
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What students really learn: contrasting medical and nursing students' experiences of the clinical learning environment.
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- Advances in Health Sciences Education, 2015, v. 20, n. 3, p. 765, doi. 10.1007/s10459-014-9564-y
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An investigation of students' perceptions of ethical practice: engaging a reflective dialogue about ethics education in the health professions.
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- Advances in Health Sciences Education, 2015, v. 20, n. 3, p. 781, doi. 10.1007/s10459-014-9566-9
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Framing of feedback impacts student's satisfaction, self-efficacy and performance.
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- Advances in Health Sciences Education, 2015, v. 20, n. 3, p. 803, doi. 10.1007/s10459-014-9567-8
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- Article
The negative consequences of consequential validity.
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- Advances in Health Sciences Education, 2015, v. 20, n. 3, p. 575, doi. 10.1007/s10459-015-9615-z
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The false dichotomy of quality and quantity in the discourse around assessment in competency-based education.
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- Advances in Health Sciences Education, 2015, v. 20, n. 3, p. 835, doi. 10.1007/s10459-014-9527-3
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