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Medical Teacher|February 28, 2012
Post-examination interpretation of objective test data: monitoring and improving the quality of high-stakes examinations--a commentary on two AMEE GuidesMohsen Tavakol, Reg DennickInternational Journal of Medical Education|April 24, 2022
Psychometrics for physicians: everything a clinician needs to know about assessments in medical educationMohsen Tavakol, David O'BrienBMJ Open|September 9, 2019
Using the Many-Facet Rasch Model to analyse and evaluate the quality of objective structured clinical examination: a non-experimental cross-sectional designMohsen Tavakol, Gill PinnerAdvances in Health Sciences Education : Theory and Practice|October 10, 2009
Are Asian international medical students just rote learners?Mohsen Tavakol, Reg DennickMedical Teacher|May 22, 2014
Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part IMohsen Tavakol, John SandarsMedical Teacher|November 10, 2012
Psychometric evaluation of a knowledge based examination using Rasch analysis: an illustrative guide: AMEE guide no. 72Mohsen Tavakol, Reg DennickMedical Teacher|August 4, 2017
The foundations of measurement and assessment in medical educationMohsen Tavakol, Reg DennickMedical Teacher|May 22, 2014
Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part IIMohsen Tavakol, John SandarsMedical Teacher|February 28, 2012
Post-examination interpretation of objective test data: monitoring and improving the quality of high-stakes examinations: AMEE Guide No. 66Mohsen Tavakol, Reg DennickAcademic Medicine : Journal of the Association of American Medical Colleges|February 4, 2026
A tool for the rapid postexamination analysis of examination data using classical test theory, generalizability theory, and the Rasch modelMohsen Tavakol, Claire StewartPageof 4