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The Clinical Teacher
|
January 25, 2022
Using very short answer errors to guide teaching
Oliver Putt, Rachel Westacott, Amir H Sam, et al.
Medical Teacher
|
October 23, 2024
Response to: "Evaluating racial bias in clinical assessments"
Celia A Brown, Sarah Khavandi, Rachel Westacott, et al.
BMC Medical Education
|
February 6, 2025
Which curriculum components do medical students find most helpful for evaluating AI outputs?
William J Waldock, George Lam, Ana Baptista, et al.
Neuropharmacology
|
November 1, 2011
The role of the gut/brain axis in modulating food intake
Amir H Sam, Rachel C Troke, Tricia M Tan, et al.
Medical Teacher
|
November 11, 2025
Extra time examination conditions and question format: Effects on the performance of UK medical students in a national cross-sectional study
Esta R Finesilver, Willow R Fox, Celia A Brown, et al.
Advances in Medical Education and Practice
|
August 3, 2019
Using team-based revision to prepare medical students for the prescribing safety assessment
Samantha M Field, Nicholas J Burstow, David R Owen, et al.
BMJ Global Health
|
July 10, 2020
COVID-19: an opportunity to rethink global cooperation in higher education and research
Simone Buitendijk, Helen Ward, Gideon Shimshon, et al.
BMJ Open
|
September 28, 2019
Comparing single-best-answer and very-short-answer questions for the assessment of applied medical knowledge in 20 UK medical schools: Cross-sectional study
Amir H Sam, Rachel Westacott, Mark Gurnell, et al.
BMC Medical Education
|
August 23, 2022
Standard setting Very Short Answer Questions (VSAQs) relative to Single Best Answer Questions (SBAQs): does having access to the answers make a difference?
Amir H Sam, Kate R Millar, Rachel Westacott, et al.
Medical Education
|
February 22, 2024
Online clinical reasoning simulator for medical students grounded on dual-process theory
Eduardo Hornos, Eduardo M Pleguezuelos, Laksha Bala, et al.
Page
of 10
Search research articles
Search
Showing results (31-40 of 97) with videos related to
Sort By:
Page
of 10
The Clinical Teacher
|
January 25, 2022
Using very short answer errors to guide teaching
Oliver Putt, Rachel Westacott, Amir H Sam, et al.
Medical Teacher
|
October 23, 2024
Response to: "Evaluating racial bias in clinical assessments"
Celia A Brown, Sarah Khavandi, Rachel Westacott, et al.
BMC Medical Education
|
February 6, 2025
Which curriculum components do medical students find most helpful for evaluating AI outputs?
William J Waldock, George Lam, Ana Baptista, et al.
Neuropharmacology
|
November 1, 2011
The role of the gut/brain axis in modulating food intake
Amir H Sam, Rachel C Troke, Tricia M Tan, et al.
Medical Teacher
|
November 11, 2025
Extra time examination conditions and question format: Effects on the performance of UK medical students in a national cross-sectional study
Esta R Finesilver, Willow R Fox, Celia A Brown, et al.
Advances in Medical Education and Practice
|
August 3, 2019
Using team-based revision to prepare medical students for the prescribing safety assessment
Samantha M Field, Nicholas J Burstow, David R Owen, et al.
BMJ Global Health
|
July 10, 2020
COVID-19: an opportunity to rethink global cooperation in higher education and research
Simone Buitendijk, Helen Ward, Gideon Shimshon, et al.
BMJ Open
|
September 28, 2019
Comparing single-best-answer and very-short-answer questions for the assessment of applied medical knowledge in 20 UK medical schools: Cross-sectional study
Amir H Sam, Rachel Westacott, Mark Gurnell, et al.
BMC Medical Education
|
August 23, 2022
Standard setting Very Short Answer Questions (VSAQs) relative to Single Best Answer Questions (SBAQs): does having access to the answers make a difference?
Amir H Sam, Kate R Millar, Rachel Westacott, et al.
Medical Education
|
February 22, 2024
Online clinical reasoning simulator for medical students grounded on dual-process theory
Eduardo Hornos, Eduardo M Pleguezuelos, Laksha Bala, et al.
Page
of 10