To quiz or not to quiz: Formative tests help detect students at risk of failing the clinical anatomy course

Anatomical Sciences Education

Volumn 8, Issue 5, 2015, Pages 413-420

  Azzi, Alain J ^a   Ramnanan, Christopher J ^a   Smith, Jennifer ^b   Dionne, Éric ^b   Jalali, Alireza ^a  

^a UNIVERSITY OF OTTAWA   (Canada)

^b UNIVERSITY OF OTTAWA   (Canada)

Author keywords

Formative assessment; Gross anatomy education; Summative assessment; Team based learning; Undergraduate medical education

Indexed keywords

ANATOMY; COMPARATIVE STUDY; CONSTRUCTIVE FEEDBACK; CURRICULUM; EDUCATION; EDUCATIONAL STATUS; GROUP PROCESS; HUMAN; LEARNING; MEDICAL EDUCATION; MEDICAL STUDENT; ONTARIO; PROCEDURES; PROGRAM EVALUATION; QUESTIONNAIRE; TASK PERFORMANCE; TEACHING; UNIVERSITY;

ANATOMY; CURRICULUM; EDUCATION, MEDICAL, UNDERGRADUATE; EDUCATIONAL MEASUREMENT; EDUCATIONAL STATUS; FORMATIVE FEEDBACK; GROUP PROCESSES; HUMANS; LEARNING; ONTARIO; PROGRAM EVALUATION; STUDENTS, MEDICAL; SURVEYS AND QUESTIONNAIRES; TASK PERFORMANCE AND ANALYSIS; TEACHING; UNIVERSITIES;

EID: 84940589198     PISSN: 19359772     EISSN: 19359780     Source Type: Journal    
DOI: 10.1002/ase.1488     Document Type: Article

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