Comparison between Long-Menu and Open-Ended Questions in computerized medical assessments. A randomized controlled trial-Reference-Cited by-同舟云学术

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Comparison between Long-Menu and Open-Ended Questions in computerized medical assessments. A randomized controlled trial

Published:2006-10-10 Issue:1 Volume:6 Page:
ISSN:1472-6920
Container-title:BMC Medical Education
language:en
Short-container-title:BMC Med Educ

Author:

Rotthoff Thomas,Baehring Thomas,Dicken Hans-Dieter,Fahron Urte,Richter Bernd,Fischer Martin R,Scherbaum Werner A

Publisher

Springer Science and Business Media LLC

Subject

Education,General Medicine

Link

http://link.springer.com/article/10.1186/1472-6920-6-50/fulltext.html

Reference13 articles.

1. The Medical School Objectives Writing Group: Learning Objectives for Medical Student Education – Guidelines for Medical Schools: Report I of the Medical School Objectives Project. Acad Med. 1999, 74: 13-18.

2. Van der Vleuten CPM, Schuwirth LWT: Assessing professional competence: from methods to programmes. Med Educ. 2005, 39: 309-317. 10.1111/j.1365-2929.2005.02094.x.

3. Page G, Bordage G: The medical council of Canada's key feature project: a more valid written examination of clinical decision making skills;. Acad Med. 1995, 70: 104-110.

4. Page G, Bordage G, Allen T: Developing key-feature problems and examinations to assess clinical decision making skills. Acad Med. 1995, 70: 194-201.

5. Veloski JJ, Rabinowith HK, Robeson MR: A solution to the cueing effects of multiple choice questions: The UN-Q format. Med Educ. 1993, 27: 371-5.

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