UB Paderborn / Katalog / Suche / in CDI

1 – 25 von 390

Sortiert nach

Students' perceptions towards self-directed learning in Ethiopian medical schools with new innovative curriculum: a mixed-method study

BMC medical education, 2020-01, Vol.20 (1), p.7-7, Article 7

2020

Volltextzugriff (PDF)

Context and clinical reasoning: understanding the perspective of the expert's voice

Medical education, 2011-09, Vol.45 (9), p.927-938

2011

Volltextzugriff (PDF)

Validity in work-based assessment: expanding our horizons

Medical education, 2013-12, Vol.47 (12), p.1164-1174

2013

Volltextzugriff (PDF)

Learning from clinical work: the roles of learning cues and credibility judgements

Medical education, 2012-02, Vol.46 (2), p.192-200

2012

Volltextzugriff (PDF)

A history of assessment in medical education

Advances in health sciences education : theory and practice, 2020-12, Vol.25 (5), p.1045-1056

2020

Volltextzugriff (PDF)

Assessment in the context of problem-based learning

Advances in health sciences education : theory and practice, 2019-12, Vol.24 (5), p.903-914

2019

Volltextzugriff (PDF)

Development of an instrument for measuring different types of cognitive load

Behavior research methods, 2013-12, Vol.45 (4), p.1058-1072

2013

Volltextzugriff (PDF)

Changing the culture of assessment: the dominance of the summative assessment paradigm

BMC medical education, 2017-04, Vol.17 (1), p.73-73, Article 73

2017

Volltextzugriff (PDF)

Twelve tips to promote a feedback culture with a growth mind-set: Swinging the feedback pendulum from recipes to relationships

Medical teacher, 2019-06, Vol.41 (6), p.625-631

2019

Volltextzugriff (PDF)

Inter-rater variability as mutual disagreement: identifying raters’ divergent points of view

Advances in health sciences education : theory and practice, 2017-10, Vol.22 (4), p.819-838

2017

Volltextzugriff (PDF)

Self-entrustment: how trainees’ self-regulated learning supports participation in the workplace

Advances in health sciences education : theory and practice, 2017-10, Vol.22 (4), p.931-949

2017

Volltextzugriff (PDF)

Context matters when striving to promote active and lifelong learning in medical education

Medical education, 2018-01, Vol.52 (1), p.34-44

2018

Volltextzugriff (PDF)

Stakeholder perspectives on workplace-based performance assessment: towards a better understanding of assessor behaviour

Advances in health sciences education : theory and practice, 2017-12, Vol.22 (5), p.1213-1243

2017

Volltextzugriff (PDF)

A model of the pre-assessment learning effects of summative assessment in medical education

Advances in health sciences education : theory and practice, 2012-03, Vol.17 (1), p.39-53

2012

Volltextzugriff (PDF)

Managing tensions in assessment: moving beyond either–or thinking

Medical education, 2019-01, Vol.53 (1), p.64-75

2019

Volltextzugriff (PDF)

Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-making

BMC medical education, 2022-05, Vol.22 (1), p.409-409, Article 409

2022

Volltextzugriff (PDF)

Patterns in clinical students’ self-regulated learning behavior: a Q-methodology study

Advances in health sciences education : theory and practice, 2017-03, Vol.22 (1), p.105-121

2017

Volltextzugriff (PDF)

Bridging the gap: a five stage approach for developing specialty-specific entrustable professional activities

BMC medical education, 2016-04, Vol.16 (117), p.117-117, Article 117

2016

Volltextzugriff (PDF)

Ottawa 2020 consensus statement for programmatic assessment - 1. Agreement on the principles

Medical teacher, 2021-10, Vol.43 (10), p.1139-1148

2021

Volltextzugriff (PDF)

Very‐short‐answer questions: reliability, discrimination and acceptability

Medical education, 2018-04, Vol.52 (4), p.447-455

2018

Volltextzugriff (PDF)

Supervisory dyads' communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residency

BMC medical education, 2022-04, Vol.22 (1), p.330-330, Article 330

2022

Volltextzugriff (PDF)

Supervisors' intention to observe clinical task performance: an exploratory study using the theory of planned behaviour during postgraduate medical training

BMC medical education, 2020-04, Vol.20 (1), p.134-134, Article 134

2020

Volltextzugriff (PDF)

Assessing professional competence: from methods to programmes

Medical education, 2005-03, Vol.39 (3), p.309-317

2005

Volltextzugriff (PDF)

Correction: Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-making

BMC medical education, 2022-08, Vol.22 (1), p.1-592, Article 592

2022

Volltextzugriff (PDF)

Broadening Perspectives on Clinical Performance Assessment: Rethinking the Nature of In-Training Assessment

Advances in health sciences education : theory and practice, 2007-05, Vol.12 (2), p.239-260

2007

Volltextzugriff (PDF)

1 – 25 von 390

Suche als RSS-Feed

Suchergebnisse filtern

Filter anzeigen

Nur zeigen

Geprüft (Peer-Review)
(329)
Mit Volltextzugriff
(323)

Publikationsform

Artikel
(336)
Buchkapitel
(50)
Bücher
(3)
Texte
(1)

Sprache

Erscheinungsjahr

n.n

Thema

15 weitere anzeigen...

Weniger anzeigen...

Neu hinzugefügt

... seit 90 Tagen
(1)

Menü

Weitere Dienste

Einstellungen

Students' perceptions towards self-directed learning in Ethiopian medical schools with new innovative curriculum: a mixed-method study

Context and clinical reasoning: understanding the perspective of the expert's voice

Validity in work-based assessment: expanding our horizons

Learning from clinical work: the roles of learning cues and credibility judgements

A history of assessment in medical education

Assessment in the context of problem-based learning

Development of an instrument for measuring different types of cognitive load

Changing the culture of assessment: the dominance of the summative assessment paradigm

Twelve tips to promote a feedback culture with a growth mind-set: Swinging the feedback pendulum from recipes to relationships

Inter-rater variability as mutual disagreement: identifying raters’ divergent points of view

Self-entrustment: how trainees’ self-regulated learning supports participation in the workplace

Context matters when striving to promote active and lifelong learning in medical education

Stakeholder perspectives on workplace-based performance assessment: towards a better understanding of assessor behaviour

A model of the pre-assessment learning effects of summative assessment in medical education

Managing tensions in assessment: moving beyond either–or thinking

Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-making

Patterns in clinical students’ self-regulated learning behavior: a Q-methodology study

Bridging the gap: a five stage approach for developing specialty-specific entrustable professional activities

Ottawa 2020 consensus statement for programmatic assessment - 1. Agreement on the principles

Very‐short‐answer questions: reliability, discrimination and acceptability

Supervisory dyads' communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residency

Supervisors' intention to observe clinical task performance: an exploratory study using the theory of planned behaviour during postgraduate medical training

Assessing professional competence: from methods to programmes

Correction: Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-making

Broadening Perspectives on Clinical Performance Assessment: Rethinking the Nature of In-Training Assessment

Suchergebnisse filtern