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Students as stakeholders in assessment: how students perceive the value of an assessment.

Perspectives on medical education

Ricci M, St-Onge C, Xiao J, Young M.
PMID: 30421333
Perspect Med Educ. 2018 Dec;7(6):352-361. doi: 10.1007/s40037-018-0480-3.

INTRODUCTION: For assessment to fill an educational role, students must see the results generated by assessment as valuable, and actively engage with this feedback in order to support learning. Few studies include examinees as stakeholders in validation beyond general...

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Ricci M, St-Onge C, Xiao J, et al. Students as stakeholders in assessment: how students perceive the value of an assessment. Perspect Med Educ. 2018;7(6):352-361doi: 10.1007/s40037-018-0480-3.
Ricci, M., St-Onge, C., Xiao, J., & Young, M. (2018). Students as stakeholders in assessment: how students perceive the value of an assessment. Perspectives on medical education, 7(6), 352-361. https://doi.org/10.1007/s40037-018-0480-3
Ricci, Michelle, et al. "Students as stakeholders in assessment: how students perceive the value of an assessment." Perspectives on medical education vol. 7,6 (2018): 352-361. doi: https://doi.org/10.1007/s40037-018-0480-3
Ricci M, St-Onge C, Xiao J, Young M. Students as stakeholders in assessment: how students perceive the value of an assessment. Perspect Med Educ. 2018 Dec;7(6):352-361. doi: 10.1007/s40037-018-0480-3. PMID: 30421333; PMCID: PMC6283781.
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Evaluating the numeracy skills of pharmacy students in multiple choice questions and free-text answer assessments and their perception of numeracy in clinical practice.

Currents in pharmacy teaching & learning

Bullen K, Ainsley K, Davison K.
PMID: 32482266
Curr Pharm Teach Learn. 2020 Jun;12(6):648-655. doi: 10.1016/j.cptl.2020.01.028. Epub 2020 Feb 19.

INTRODUCTION: Numerical errors can cause unintentional harm to patients and are a burden to healthcare systems worldwide. There is a paucity of research regarding numerical competence in pharmacists and pharmacy students and how this should be assessed within undergraduate...

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Bullen K, Ainsley K, Davison K. Evaluating the numeracy skills of pharmacy students in multiple choice questions and free-text answer assessments and their perception of numeracy in clinical practice. Curr Pharm Teach Learn. 2020;12(6):648-655doi: 10.1016/j.cptl.2020.01.028.
Bullen, K., Ainsley, K., & Davison, K. (2020). Evaluating the numeracy skills of pharmacy students in multiple choice questions and free-text answer assessments and their perception of numeracy in clinical practice. Currents in pharmacy teaching & learning, 12(6), 648-655. https://doi.org/10.1016/j.cptl.2020.01.028
Bullen, Kathryn, et al. "Evaluating the numeracy skills of pharmacy students in multiple choice questions and free-text answer assessments and their perception of numeracy in clinical practice." Currents in pharmacy teaching & learning vol. 12,6 (2020): 648-655. doi: https://doi.org/10.1016/j.cptl.2020.01.028
Bullen K, Ainsley K, Davison K. Evaluating the numeracy skills of pharmacy students in multiple choice questions and free-text answer assessments and their perception of numeracy in clinical practice. Curr Pharm Teach Learn. 2020 Jun;12(6):648-655. doi: 10.1016/j.cptl.2020.01.028. Epub 2020 Feb 19. PMID: 32482266.
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Medical students' perception of test anxiety triggered by different assessment modalities.

Medical teacher

Guraya SY, Guraya SS, Habib F, AlQuiliti KW, Khoshhal KI.
PMID: 29732942
Med Teach. 2018 Sep;40:S49-S55. doi: 10.1080/0142159X.2018.1465178. Epub 2018 May 06.

OBJECTIVES: Test anxiety is well known among medical students. However, little is known about test anxiety produced by different components of exam individually. This study aimed to stratify varying levels of test anxiety provoked by each exam modality and...

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Guraya SY, Guraya SS, Habib F, et al. Medical students' perception of test anxiety triggered by different assessment modalities. Med Teach. 2018;40:S49-S55doi: 10.1080/0142159X.2018.1465178.
Guraya, S. Y., Guraya, S. S., Habib, F., AlQuiliti, K. W., & Khoshhal, K. I. (2018). Medical students' perception of test anxiety triggered by different assessment modalities. Medical teacher, 40S49-S55. https://doi.org/10.1080/0142159X.2018.1465178
Guraya, Salman Y, et al. "Medical students' perception of test anxiety triggered by different assessment modalities." Medical teacher vol. 40 (2018): S49-S55. doi: https://doi.org/10.1080/0142159X.2018.1465178
Guraya SY, Guraya SS, Habib F, AlQuiliti KW, Khoshhal KI. Medical students' perception of test anxiety triggered by different assessment modalities. Med Teach. 2018 Sep;40:S49-S55. doi: 10.1080/0142159X.2018.1465178. Epub 2018 May 06. PMID: 29732942.
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Unique challenges for this generation of dental graduates.

Journal of esthetic and restorative dentistry : official publication of the American Academy of Esthetic Dentistry ... [et al.]

Donovan TE.
PMID: 23025309
J Esthet Restor Dent. 2012 Oct;24(5):293-5. doi: 10.1111/j.1708-8240.2012.00537.x. Epub 2012 Aug 21.

No abstract available.

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Donovan TE. Unique challenges for this generation of dental graduates. J Esthet Restor Dent. 2012;24(5):293-5doi: 10.1111/j.1708-8240.2012.00537.x.
Donovan, T. E. (2012). Unique challenges for this generation of dental graduates. Journal of esthetic and restorative dentistry : official publication of the American Academy of Esthetic Dentistry ... [et al.], 24(5), 293-5. https://doi.org/10.1111/j.1708-8240.2012.00537.x
Donovan, Terence E. "Unique challenges for this generation of dental graduates." Journal of esthetic and restorative dentistry : official publication of the American Academy of Esthetic Dentistry ... [et al.] vol. 24,5 (2012): 293-5. doi: https://doi.org/10.1111/j.1708-8240.2012.00537.x
Donovan TE. Unique challenges for this generation of dental graduates. J Esthet Restor Dent. 2012 Oct;24(5):293-5. doi: 10.1111/j.1708-8240.2012.00537.x. Epub 2012 Aug 21. PMID: 23025309.
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Practical implications of test anxiety tools.

Science (New York, N.Y.)

Lang JW, Lang J.
PMID: 21566175
Science. 2011 May 13;332(6031):791-2; author reply 792. doi: 10.1126/science.332.6031.791-b.

No abstract available.

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Lang JW, Lang J. Practical implications of test anxiety tools. Science. 2011;332(6031):791-2; author reply 792doi: 10.1126/science.332.6031.791-b.
Lang, J. W., & Lang, J. (2011). Practical implications of test anxiety tools. Science (New York, N.Y.), 332(6031), 791-2; author reply 792. https://doi.org/10.1126/science.332.6031.791-b
Lang, Jonas W B, and Lang, Jessica. "Practical implications of test anxiety tools." Science (New York, N.Y.) vol. 332,6031 (2011): 791-2; author reply 792. doi: https://doi.org/10.1126/science.332.6031.791-b
Lang JW, Lang J. Practical implications of test anxiety tools. Science. 2011 May 13;332(6031):791-2; author reply 792. doi: 10.1126/science.332.6031.791-b. PMID: 21566175.
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The Learning Environment Counts: Longitudinal Qualitative Analysis of Study Strategies Adopted by First-Year Medical Students in a Competency-Based Educational Program.

Academic medicine : journal of the Association of American Medical Colleges

Bierer SB, Dannefer EF.
PMID: 27779509
Acad Med. 2016 Nov;91(11):S44-S52. doi: 10.1097/ACM.0000000000001363.

PURPOSE: The move toward competency-based education will require medical schools and postgraduate training programs to restructure learning environments to motivate trainees to take personal ownership for learning. This qualitative study explores how medical students select and implement study strategies...

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Bierer SB, Dannefer EF. The Learning Environment Counts: Longitudinal Qualitative Analysis of Study Strategies Adopted by First-Year Medical Students in a Competency-Based Educational Program. Acad Med. 2016;91(11):S44-S52doi: 10.1097/ACM.0000000000001363.
Bierer, S. B., & Dannefer, E. F. (2016). The Learning Environment Counts: Longitudinal Qualitative Analysis of Study Strategies Adopted by First-Year Medical Students in a Competency-Based Educational Program. Academic medicine : journal of the Association of American Medical Colleges, 91(11), S44-S52. https://doi.org/10.1097/ACM.0000000000001363
Bierer, S Beth, and Dannefer, Elaine F. "The Learning Environment Counts: Longitudinal Qualitative Analysis of Study Strategies Adopted by First-Year Medical Students in a Competency-Based Educational Program." Academic medicine : journal of the Association of American Medical Colleges vol. 91,11 (2016): S44-S52. doi: https://doi.org/10.1097/ACM.0000000000001363
Bierer SB, Dannefer EF. The Learning Environment Counts: Longitudinal Qualitative Analysis of Study Strategies Adopted by First-Year Medical Students in a Competency-Based Educational Program. Acad Med. 2016 Nov;91(11):S44-S52. doi: 10.1097/ACM.0000000000001363. PMID: 27779509.
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Showing 1 to 6 of 6 entries