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Evaluation & the Health Professions
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May 7, 1996
Relationship between Myers-Briggs psychological traits and use of course objectives in anatomy and physiology
P H Harasym, E J Leong, G E Lucier, et al.
Academic Medicine : Journal of the Association of American Medical Colleges
|
October 14, 2000
The effects of examiner background, station organization, and time of exam on OSCE scores assessing undergraduate medical students' physical examination skills
C J Doig, P H Harasym, G H Fick, et al.
The American Journal of Physiology
|
June 1, 1995
Gregorc learning styles and achievement in anatomy and physiology
P H Harasym, E J Leong, G E Lucier, et al.
Medical Education
|
December 3, 2003
The quality of a simulation examination using a high-fidelity child manikin
T-C Tsai, P H Harasym, C Nijssen-Jordan, et al.
Evaluation & the Health Professions
|
February 6, 1998
Cuing effect of "all of the above" on the reliability and validity of multiple-choice test items
P H Harasym, E J Leong, C Violato, et al.
Clinical Journal of Sport Medicine : Official Journal of the Canadian Academy of Sport Medicine
|
January 1, 1995
Using an objective structured clinical examination to evaluate competency in sport medicine
N G Mohtadi, P H Harasym, A L Pipe, et al.
Perceptual and Motor Skills
|
June 1, 1996
Relationship between Myers-Briggs Type Indicator and Gregorc Style Delineator
P H Harasym, E J Leong, B B Juschka, et al.
The American Journal of Physiology
|
June 1, 1995
Myers-Briggs psychological type and achievement in anatomy and physiology
P H Harasym, E J Leong, B B Juschka, et al.
Annual Conference on Research in Medical Education. Conference on Research in Medical Education
|
November 1, 1979
The underlying structure of clinical problem-solving: process or content?
P H Harasym, F Alexander, J S Baumber, et al.
Page
of 2
Search research articles
Search
Showing results (11-20 of 19) with videos related to
Sort By:
Page
of 2
You have reached the last page of results.
This site can display upto 19 results.
Evaluation & the Health Professions
|
May 7, 1996
Relationship between Myers-Briggs psychological traits and use of course objectives in anatomy and physiology
P H Harasym, E J Leong, G E Lucier, et al.
Academic Medicine : Journal of the Association of American Medical Colleges
|
October 14, 2000
The effects of examiner background, station organization, and time of exam on OSCE scores assessing undergraduate medical students' physical examination skills
C J Doig, P H Harasym, G H Fick, et al.
The American Journal of Physiology
|
June 1, 1995
Gregorc learning styles and achievement in anatomy and physiology
P H Harasym, E J Leong, G E Lucier, et al.
Medical Education
|
December 3, 2003
The quality of a simulation examination using a high-fidelity child manikin
T-C Tsai, P H Harasym, C Nijssen-Jordan, et al.
Evaluation & the Health Professions
|
February 6, 1998
Cuing effect of "all of the above" on the reliability and validity of multiple-choice test items
P H Harasym, E J Leong, C Violato, et al.
Clinical Journal of Sport Medicine : Official Journal of the Canadian Academy of Sport Medicine
|
January 1, 1995
Using an objective structured clinical examination to evaluate competency in sport medicine
N G Mohtadi, P H Harasym, A L Pipe, et al.
Perceptual and Motor Skills
|
June 1, 1996
Relationship between Myers-Briggs Type Indicator and Gregorc Style Delineator
P H Harasym, E J Leong, B B Juschka, et al.
The American Journal of Physiology
|
June 1, 1995
Myers-Briggs psychological type and achievement in anatomy and physiology
P H Harasym, E J Leong, B B Juschka, et al.
Annual Conference on Research in Medical Education. Conference on Research in Medical Education
|
November 1, 1979
The underlying structure of clinical problem-solving: process or content?
P H Harasym, F Alexander, J S Baumber, et al.
Page
of 2