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    المصدر: GMS Journal for Medical Education; VOL: 40; DOC71 /20231115/

    العلاقة: Amboss. Vorklinik & Physikum. Alle Inhalte in einem Programm. Berlin: Amboss; 2022. Zugänglich unter/available from: https://www.amboss.com/de/vorklinikstudiumTest; Baig M, Gazzaz ZJ, Farouq M. Blended Learning: The impact of blackboard formative assessment on the final marks and students' perception of its effectiveness. Pak J Med Sci. 2020;36(3):327-332. DOI:10.12669/pjms.36.3.1925; Bringman-Rodenbarger L, Hortsch M. How students choose E-learning resources: The importance of ease, familiarity, and convenience. FASEB Bioadv. 2020;2(5):286-295. DOI:10.1096/fba.2019-00094; Challis M. AMEE Medical Education Guide No.11 (revised): Portfolio-based learning and assessment in medical education. Med Teach. 1999;21(4):370-386. DOI:10.1080/01421599979310; Chan AK, Botelho MG, Lam OL. Use of Learning Analytics Data in Health Care-Related Educational Disciplines: Systematic Review. J Med Internet Res. 2019;21(2):e11241. DOI:10.2196/11241; Childs S, Blenkinsopp E, Hall A, Walton G. Effective e­learning for health professionals and students-barriers and their solutions. A systematic review of the literature-findings from the HeXL project. Health Info Libr J. 2005;22:20-32. DOI:10.1111/j.1470-3327.2005.00614.x; Cohen J. Statistical power analysis for the behavioral sciences. Cambridge (MA): Academic Press; 1988.; Cong X, Zhang Y, Xu H, Liu LM, Zheng M, Xiang RL, Wang JY, Jia S, Cai JY, Liu C, Wu LL. The effectiveness of formative assessment in pathophysiology education from students' perspective: a questionnaire study. Adv Physiol Educ. 2020;44(4):726-733. DOI:10.1152/advan.00067.2020; Costello E, Corcoran M, Barnett J, Birkmeier M, Cohn R, Ekmekci O, Falk N, Harrod T, Herrmann D, Robinson S, Walker B. Information and Communication Technology to Facilitate Learning for Students in the Health Professions: Current Uses, Gaps and Future Directions. Online Learning. 2014;18(4):1-18. DOI:10.24059/olj.v18i4.512; Costich M, Finkel MA, Friedman S, Catallozzi M, Gordon RJ. Transition-to-residency: pilot innovative, online case-based curriculum for medical students preparing for pediatric internships. Med Educ Online. 2021;26(1):1892569. DOI:10.1080/10872981.2021.1892569; Critchley LA, Kumta SM, Ware J, Wong JW. Web-based formative assessment case studies: role in a final year medicine two-week anaesthesia course. Anaesth Intensive Care. 2009;37(4):637-645. DOI:10.1177/0310057X0903700408; Dannefer EF, Henson LC. The portfolio approach to competency-based assessment at the Cleveland Clinic Lerner College of Medicine. Acad Med. 2007;82(5):493-502. DOI:10.1097/ACM.0b013e31803ead30; Davis MH, Friedman Ben-David M, Harden RM, Howie P, Ker J, McGhee C, Pippard MJ, Snadden D. Portfolio assessment in medical students' final examinations. Med Teach. 2001;23(4):357-366. DOI:10.1080/01421590120063349; Ellaway R, Masters K. AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment. Med Teach. 2008;30(5):455-473. DOI:10.1080/01421590802108331; Emanuel EJ. The Inevitable Reimagining of Medical Education. JAMA. 2020;323(12):1127-1128. DOI:10.1001/jama.2020.1227; Epstein RM. Assessment in Medical Education. N Engl J Med. 2007;356(4):387-396. DOI:10.1056/NEJMra054784; Evans DJ, Zeun P, Stanier RA. Motivating student learning using a formative assessment journey. J Anat. 2014;224(3):296-303. DOI:10.1111/joa.12117; Ferrel MN, Ryan JJ. The Impact of COVID-19 on Medical Education. Cureus. 2020;12(3):e7492. DOI:10.7759/cureus.7492; Gil P, da Cruz Martins S, Moro S, Costa J. A data-driven approach to predict first-year students' academic success in higher education institutions. Educ Inf Technol. 2021;26:2165-2190. DOI:10.1007/s10639-020-10346-6; Hrynchak P, Takahashi SG, Nayer M. Key-feature questions for assessment of clinical reasoning: a literature review. Med Educ. 2014;48(9):870-883. DOI:10.1111/medu.12509; Johnson C, Shen E, Winn K, Digiacobbe G, Akinola M. Neonatal Resuscitation: A Blended Learning Curriculum for Medical and Physician Assistant Students. MedEdPORTAL. 2020;16:10921. DOI:10.15766/mep_2374-8265.10921; Khalil R, Mansour AE, Fadda WA, Almisnid K, Aldamegh M, Al-Nafeesah A, Alkhalifah A, Al-Wutayd O. The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: a qualitative study exploring medical students' perspectives. BMC Med Educ. 2020;20(1):285. DOI:10.1186/s12909-020-02208-z; Konopasek L, Norcini J, Krupat E. Focusing on the formative: building an assessment system aimed at student growth and development. Acad Med. 2016;91(11):1492-1497. DOI:10.1097/ACM.0000000000001171; Kuhn S, Frankenhauser S, Tolks D. Digitale Lehr- und Lernangebote in der medizinischen Ausbildung: Schon am Ziel oder noch am Anfang? [Digital learning and teaching in medical education: Already there or still at the beginning?]. Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz. 2018;61(2):201-209. DOI:10.1007/s00103-017-2673-z; Lameris AL, Hoenderop JG, Bindels RJ, Eijsvogels TM. The impact of formative testing on study behaviour and study performance of (bio)medical students: a smartphone application intervention study. BMC Med Educ. 2015;15(1):72. DOI:10.1186/s12909-015-0351-0; Larsen DP, Butler AC, Roediger 3rd HL. Repeated testing improves long-term retention relative to repeated study: a randomised controlled trial. Med Educ. 2009;43(12):1174-1181. DOI:10.1111/j.1365-2923.2009.03518.x; Liu Q, Peng W, Zhang F, Hu R, Li Y, Yan W. The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis. J Med Internet Res. 2016;18(1):e2. DOI:10.2196/jmir.4807; Lockyer J, Carraccio C, Chan MK, Hart D, Smee S, Touchie C, Holmboe ES, Frank JR; ICBME Collaborators. Core principles of assessment in competency-based medical education. Med Teach. 2017;39(6):609-616. DOI:10.1080/0142159X.2017.1315082; Maher JM, Markey JC, Ebert-May D. The other half of the story: effect size analysis in quantitative research. CBE Life Sci Educ. 2013;12(3):345-351. DOI:10.1187/cbe.13-04-0082; Margolin EJ, Kurtzman JT, Gordon RJ, Anderson CB, Badalato GM. Efficacy of an Online Blended Learning Curriculum to Improve Medical Student Urologic Education. Med Sci Educ. 2021;31(6):2007-2015. DOI:10.1007/s40670-021-01427-3; Morrison C, Smith L, Ross L, Butler A, Smith C. Learning through Self-Assessment: Investigating the Relationship between Performance on the NBME® Clinical Science Mastery Series Self-Assessments and Clinical Science Subject Examinations. Med Sci Educ. 2016;26(4):665-672. DOI:10.1007/s40670-016-0330-z; O'Doherty D, Dromey M, Lougheed J, Hannigan A, Last J, McGrath D. Barriers and solutions to online learning in medical education - an integrative review. BMC Med Educ. 2018;18(1):130. DOI:10.1186/s12909-018-1240-0; Prober CG, Khan S. Medical education reimagined: a call to action. Acad Med. 2013;88(10):1407-1410. DOI:10.1097/ACM.0b013e3182a368bd; Rea LM, Ñames, Parker RA, Allen R, editors. Designing and conducting survey research. Hoboken (NJ): John Wiley; 2016.; Regmi K, Jones L. A systematic review of the factors - enablers and barriers - affecting e-learning in health sciences education. BMC Med Educ. 2020;20(1):91. DOI:10.1186/s12909-020-02007-6; Rohrer D, Taylor K, Sholar B. Tests enhance the transfer of learning. J Exp Psychol Learn Mem Cogn. 2010;36(1):233-239. DOI:10.1037/a0017678; Rose S. Medical Student Education in the Time of COVID-19. JAMA. 2020;323(21):2131-2132. DOI:10.1001/jama.2020.5227; Roskvist R, Eggleton K, Goodyear-Smith F. Provision of e-learning programmes to replace undergraduate medical students' clinical general practice attachments during COVID-19 stand-down. Educ Prim Care. 2020;31(4):247-254. DOI:10.1080/14739879.2020.1772123; Rushton A. Formative assessment: a key to deep learning? Med Teach. 2005;27(6):509-513. DOI:10.1080/01421590500129159; Saqr M. A literature review of empirical research on learning analytics in medical education. Int J Health Sci (Qassim). 2018;12(2):80-85.; Saqr M, Fors U, Tedre M. How learning analytics can early predict under-achieving students in a blended medical education course. Med Teach. 2017;39(7):757-667. DOI:10.1080/0142159X.2017.1309376; Say R, Visentin D, Cummings E, Carr A, King C. Formative online multiple-choice tests in nurse education: An integrative review. Nurse Educ Pract. 2022;58:103262. DOI:10.1016/j.nepr.2021.103262; Scott K, Morris A, Marais B. Medical student use of digital learning resources. Clin Teach. 2018;15(1):29-33. DOI:10.1111/tct.12630; Shute VJ. Focus on Formative Feedback. Rev Educ Res. 2008;78(1):153-189. DOI:10.3102/0034654307313795; Siemens G. Learning Analytics: The Emergence of a Discipline. Am Behav Sci. 2013;57(10):1380-1400. DOI:10.1177/0002764213498851; Stojan J, Haas M, Thammasitboon S, Lander L, Evans S, Pawlik C, Pawilkowska T, Lew M, Khamees D, Peterson W, Hider A, Grafton-Clarke C, Uraiby H, Gordon M, Daniel M. Online learning developments in undergraduate medical education in response to the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 69. Med Teach. 2022;44(2):109-129. DOI:10.1080/0142159X.2021.1992373; Thoma B, Turnquist A, Zaver F, Hall AK, Chan TM. Communication, learning and assessment: Exploring the dimensions of the digital learning environment. Med Teach. 2019;41(4):385-390. DOI:10.1080/0142159X.2019.1567911; Vallée A, Blacher J, Cariou A, Sorbets E. Blended learning compared to traditional learning in medical education: systematic review and meta-Analysis. J Med Internet Res. 2020;22(8):e16504. DOI:10.2196/16504; Van Tartwijk J, Driessen EW. Portfolios for assessment and learning: AMEE Guide no. 45. Med Teach. 2009;31(9):790-801. DOI:10.1080/01421590903139201; Velan GM, Jones P, McNeil HP, Kumar RK. Integrated online formative assessments in the biomedical sciences for medical students: benefits for learning. BMC Med Educ. 2008;8:52. DOI:10.1186/1472-6920-8-52; Wynter L, Burgess A, Kalman E, Heron JE, Bleasel J. Medical students: what educational resources are they using? BMC Med Educ. 2019;19(1):36. DOI:10.1186/s12909-019-1462-9; http://dx.doi.org/10.3205/zma001653Test; http://nbn-resolving.de/urn:nbn:de:0183-zma0016534Test; http://www.egms.de/en/journals/zma/2023-40/zma001653.shtmlTest

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    المساهمون: Centre Hospitalier Universitaire de Nantes = Nantes University Hospital (CHU Nantes), Physiopathologie des Adaptations Nutritionnelles (PhAN), Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement (INRAE)-Nantes Université - UFR de Médecine et des Techniques Médicales (Nantes Univ - UFR MEDECINE), Nantes Université - pôle Santé, Nantes Université (Nantes Univ)-Nantes Université (Nantes Univ)-Nantes Université - pôle Santé, Nantes Université (Nantes Univ)-Nantes Université (Nantes Univ)

    المصدر: ISSN: 2468-7197.

    مصطلحات موضوعية: [SDV]Life Sciences [q-bio]

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