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Volumn 28, Issue 4, 2018, Pages 667-673

The Educational Effects of a Summative Diagnostic Reasoning Examination Among Second-Year Medical Students

Author keywords

Diagnostic reasoning; Educational effect of assessment; Summative assessment; Undergraduate medical education

Indexed keywords


EID: 85061924545     PISSN: None     EISSN: 21568650     Source Type: Journal    
DOI: 10.1007/s40670-018-0610-x     Document Type: Article
Times cited : (3)

References (12)
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    • Schuwirth LW, van der Vleuten CP, Stoffers HE, Peperkamp AG. Computerized long-menu questions as an alternative to open-ended questions in computerized assessment. Med Educ. 1996;30:50–5.
    • (1996) Med Educ , vol.30 , pp. 50-55
    • Schuwirth, L.W.1    van der Vleuten, C.P.2    Stoffers, H.E.3    Peperkamp, A.G.4
  • 3
    • 84964313380 scopus 로고    scopus 로고
    • Should essays and other “open-ended”-type questions retain a place in written summative assessment in clinical medicine?
    • Hift RJ. Should essays and other “open-ended”-type questions retain a place in written summative assessment in clinical medicine? BMC Med Educ. 2014;14:249.
    • (2014) BMC Med Educ , vol.14 , pp. 249
    • Hift, R.J.1
  • 4
    • 79955568369 scopus 로고    scopus 로고
    • The hidden curriculum revisited: a critical review of research into the influence of summative assessment on learning
    • Joughin G. The hidden curriculum revisited: a critical review of research into the influence of summative assessment on learning. Assess Eval High Educ. 2010;35:335–45.
    • (2010) Assess Eval High Educ , vol.35 , pp. 335-345
    • Joughin, G.1
  • 5
    • 0020618012 scopus 로고
    • The effect of assessments and examinations on the learning of medical students
    • Newble DI, Jaeger K. The effect of assessments and examinations on the learning of medical students. Med Educ. 1983;17:165–71.
    • (1983) Med Educ , vol.17 , pp. 165-171
    • Newble, D.I.1    Jaeger, K.2
  • 9
    • 84858230763 scopus 로고    scopus 로고
    • A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context
    • Cilliers FJ, Schuwirth LW, van der Vleuten CP. A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context. BMC Med Educ. 2012;12:9.
    • (2012) BMC Med Educ , vol.12 , pp. 9
    • Cilliers, F.J.1    Schuwirth, L.W.2    van der Vleuten, C.P.3
  • 10
    • 33751253773 scopus 로고    scopus 로고
    • Educational strategies to promote clinical diagnostic reasoning
    • Bowen JL. Educational strategies to promote clinical diagnostic reasoning. N Engl J Med. 2006;355:2217–25.
    • (2006) N Engl J Med , vol.355 , pp. 2217-2225
    • Bowen, J.L.1
  • 11
    • 85027708298 scopus 로고    scopus 로고
    • Accessed 14 Feb 2018
    • American Association of Medical Colleges. Curriculum Inventory Reports. https://www.aamc.org/initiatives/cir/406454/05b.html. Accessed 14 Feb 2018.
    • Curriculum Inventory Reports
  • 12
    • 85061926778 scopus 로고    scopus 로고
    • Reading to create strong illness scripts
    • Accessed 20 Jul 2017
    • Lucey C. Reading to create strong illness scripts. In: Clinical Problem Solving. Coursera. 2013. https://vimeo.com/album/2358328/video/64767466. Accessed 20 Jul 2017.
    • (2013) Clinical Problem Solving. Coursera
    • Lucey, C.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.