Twelve tips for supporting medical learners through high-stakes assessment challenges
Author:
Affiliation:
1. Department of Anesthesiology, Washington University School of Medicine in St. Louis, St. Louis, MO, USA
2. Center for Educational Enhancement, Des Moines University, Des Moines, IA, USA
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/0142159X.2024.2339405
Reference30 articles.
1. Retrieval practice & Bloom’s taxonomy: Do students need fact knowledge before higher order learning?
2. American Osteopathic Association: Commission on Osteopathic College Accreditation. 2023. Accreditation Guidelines. P. 65. Standard 9.5: Academic Counseling. https://osteopathic.org/index.php?aam-media=/wp-content/uploads/COCA-2023-COM-Continuing-Standards.pdf.
3. Peer‐assisted learning in medical education: A systematic review and meta‐analysis
4. ‘I'm unworthy of being in this space’: The origins of shame in medical students
5. The problem with ‘5 whys’
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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