学生评估。 - Suppr

Suppr

超能文献

Assessment of students.

作者信息

Lowry S

出版信息

BMJ. 1993 Jan 2;306(6869):51-4. doi: 10.1136/bmj.306.6869.51.

DOI:10.1136/bmj.306.6869.51

PMID:8435583

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC1676368/

Abstract

摘要

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/1d0a/1676368/df14f610e4bc/bmj00001-0058-a.jpg

相似文献

Assessment of students.学生评估。

BMJ. 1993 Jan 2;306(6869):51-4. doi: 10.1136/bmj.306.6869.51.

Are national qualifying examinations a fair way to rank medical students? No.国家资格考试是对医学生进行排名的公平方式吗？不是。

BMJ. 2008 Aug 22;337:a1279. doi: 10.1136/bmj.a1279.

Are national qualifying examinations a fair way to rank medical students? Yes.全国性资格考试是对医学生进行排名的公平方式吗？答案是肯定的。

BMJ. 2008 Aug 22;337:a1282. doi: 10.1136/bmj.a1282.

Innovative learning: employing medical students to write formative assessments.创新学习：让医学生编写形成性评估。

Med Teach. 2006 Nov;28(7):656-9. doi: 10.1080/01421590600877822.

A mythology of medical education.医学教育的神话

Lancet. 1974 Mar 9;1(7854):399-401.

Reform of undergraduate medical teaching in the United Kingdom: students are too many to be assessed individually in general hospitals.英国本科医学教学改革：在综合医院里，学生人数太多，无法对每个学生进行评估。

BMJ. 2004 Oct 2;329(7469):799; discussion 800. doi: 10.1136/bmj.329.7469.799-a.

Is there a place for e-learning in clinical skills? A survey of undergraduate medical students' experiences and attitudes.电子学习在临床技能培训中是否有一席之地？一项关于本科医学生经历和态度的调查。

Med Teach. 2009 Jan;31(1):e6-12. doi: 10.1080/01421590802334317.

Medical students' perceptions of the situational judgement test: a mixed methods study.医学生对情境判断测试的看法：一项混合方法研究。

Br J Hosp Med (Lond). 2015 Apr;76(4):234-8. doi: 10.12968/hmed.2015.76.4.234.

High-quality learning: harder to achieve than we think?高质量学习：比我们想象的更难实现？

Med Educ. 2007 Jul;41(7):638-44. doi: 10.1111/j.1365-2923.2007.02783.x.

Assessing final-year medical students' potential as doctors: OSCEs, Final MB and MTAS.评估医学专业最后一年学生成为医生的潜力：客观结构化临床考试、医学学士期末考试和医学培训申请服务。

Med Teach. 2009 Sep;31(9):872.

引用本文的文献

Objective structured practical examination as a tool for the formative assessment of practical skills of undergraduate students in pharmacology.客观结构化实践考试作为本科药理学学生实践技能形成性评估的工具。

J Educ Health Promot. 2013 Sep 30;2:53. doi: 10.4103/2277-9531.119040. eCollection 2013.

Clinical skills assessment: limitations to the introduction of an "OSCE" (Objective Structured Clinical Examination) in a traditional Brazilian medical school.临床技能评估：在巴西一所传统医学院引入“客观结构化临床考试”（OSCE）的局限性。

Sao Paulo Med J. 2004 Jan 8;122(1):12-7. doi: 10.1590/s1516-31802004000100004. Epub 2004 Jul 1.

Recent developments in assessing medical students.评估医学生的最新进展。

Postgrad Med J. 1998 Jan;74(867):18-24. doi: 10.1136/pgmj.74.867.18.

Medical education.医学教育

BMJ. 1993 Feb 13;306(6875):455-6. doi: 10.1136/bmj.306.6875.455-d.

Assessment of students.学生评估

BMJ. 1993 Mar 20;306(6880):790-1. doi: 10.1136/bmj.306.6880.790-c.

Clinical pharmacology and therapeutics in undergraduate medical education in the UK: current status.英国本科医学教育中的临床药理学与治疗学：现状

Br J Clin Pharmacol. 1994 Feb;37(2):129-35. doi: 10.1111/j.1365-2125.1994.tb04252.x.

Assessment of an objective structured clinical examination (OSCE) for undergraduate students in accident and emergency medicine.针对本科医学生的急诊医学客观结构化临床考试（OSCE）评估

J Accid Emerg Med. 1994 Dec;11(4):223-6. doi: 10.1136/emj.11.4.223.

Set up and run an objective structured clinical exam.设置并开展一项客观结构化临床考试。

BMJ. 1995 May 6;310(6988):1187-90. doi: 10.1136/bmj.310.6988.1187.

Towards an optimal teaching programme for supportive care.迈向支持性护理的优化教学计划。

Support Care Cancer. 1994 Jan;2(1):7-15. doi: 10.1007/BF00355234.

本文引用的文献

The validity and reliability of a new examination of the clinical competence of medical students.一项针对医学生临床能力的新考核方法的有效性和可靠性。

Med Educ. 1981 Jan;15(1):46-52. doi: 10.1111/j.1365-2923.1981.tb02315.x.

The modified essay question for testing problem-solving skills.用于测试解决问题能力的修改后的论述题。

Med J Aust. 1980 Jan 26;1(2):79-80. doi: 10.5694/j.1326-5377.1980.tb134633.x.

Feedback in clinical medical education.临床医学教育中的反馈

JAMA. 1983 Aug 12;250(6):777-81.

The effect of assessments and examinations on the learning of medical students.评估与考试对医学生学习的影响。

Med Educ. 1983 May;17(3):165-71. doi: 10.1111/j.1365-2923.1983.tb00657.x.

Eight years' experience with a structured clinical examination.八年结构化临床检查经验。

Med Educ. 1988 May;22(3):200-4. doi: 10.1111/j.1365-2923.1988.tb00007.x.

The attitudes of medical students to the objective structured practical examination.医学生对客观结构化实践考试的态度。

Med Educ. 1988 Jan;22(1):40-6. doi: 10.1111/j.1365-2923.1988.tb00407.x.

The McMaster Medical education philosophy in theory, practice and historical perspective.麦克马斯特大学医学教育理念的理论、实践及历史视角

Med Teach. 1987;9(1):59-71. doi: 10.3109/01421598709028981.

Anxiety and study methods in preclinical students: causal relation to examination performance.临床前学生的焦虑与学习方法：与考试成绩的因果关系。

Med Educ. 1989 Sep;23(5):416-21. doi: 10.1111/j.1365-2923.1989.tb00896.x.

What is ... normative versus criterion-referenced assessment.什么是……常模参照评估与标准参照评估。

Med Teach. 1989;11(2):145-50. doi: 10.3109/01421598909146317.

Reliability and learning from the objective structured clinical examination.客观结构化临床考试的可靠性及经验总结

Med Educ. 1990 May;24(3):219-23. doi: 10.1111/j.1365-2923.1990.tb00004.x.

文献AI研究员

20分钟写一篇综述，助力文献阅读效率提升50倍。

立即体验

用中文搜PubMed

大模型驱动的PubMed中文搜索引擎

马上搜索

文档翻译

学术文献翻译模型，支持多种主流文档格式。

立即体验