Cargando…

Use of key feature questions in summative assessment of veterinary medicine students

PURPOSE: To prove the hypothesis that procedural knowledge might be tested using Key Feature (KF) questions in written exams, the University of Veterinary Medicine Hannover Foundation (TiHo) pioneered this format in summative assessment of veterinary medicine students. Exams in veterinary medicine a...

Descripción completa

Detalles Bibliográficos
Autores principales:	Schaper, Elisabeth, Tipold, Andrea, Ehlers, Jan P
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	BioMed Central 2013
Materias:	Research
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3599329/ https://www.ncbi.nlm.nih.gov/pubmed/23497425 http://dx.doi.org/10.1186/2046-0481-66-3

Ejemplares similares

Setting Up a Veterinary Medicine Skills Lab in Germany
por: Dilly, Marc, et al.
Publicado: (2014)

TiHoVideos: veterinary students’ utilization of instructional videos on clinical skills
por: Müller, Lina R., et al.
Publicado: (2019)

How do German veterinarians use social networks? A study, using the example of the 'NOVICE' veterinary medicine network
por: Schaper, Elisabeth, et al.
Publicado: (2013)

Key feature-cases as virtual patients in education of veterinary neurology
por: Reeh, Solveig Brigitta, et al.
Publicado: (2022)

Is there a “net generation” in veterinary medicine? A comparative study on the use of the Internet and Web 2.0 by students and the veterinary profession
por: Tenhaven, Christoph, et al.
Publicado: (2013)

Clinical skills of veterinary students – a cross-sectional study of the self-concept and exposure to skills training in Hannover, Germany
por: Rösch, Tanja, et al.
Publicado: (2014)

The prognostic validity of the formative for the summative MEQ (Modified Essay Questions)
por: Büssing, Oliver, et al.
Publicado: (2021)

Status Quo of Progress Testing in Veterinary Medical Education and Lessons Learned
por: Herrmann, Lisa, et al.
Publicado: (2020)

Proof of Concept: Game-Based Mobile Learning—The First Experience With the App Actionbound as Case-Based Geocaching in Education of Veterinary Neurology
por: Nessler, Jasmin, et al.
Publicado: (2021)

Formative student-authored question bank: perceptions, question quality and association with summative performance
por: Walsh, Jason L, et al.
Publicado: (2018)

Clinical externships within undergraduate studies in veterinary medicine
por: Börchers, Mirja, et al.
Publicado: (2010)

Very Short Answer Questions: A Novel Approach To Summative Assessments In Pathology
por: Sam, Amir H, et al.
Publicado: (2019)

Development of learning objectives for neurology in a veterinary curriculum: part I: undergraduates
por: Lin, Yu-Wei, et al.
Publicado: (2015)

Communication identity in veterinary medicine: a grounded theory approach
por: Gaida, Silke, et al.
Publicado: (2018)

Should essays and other “open-ended”-type questions retain a place in written summative assessment in clinical medicine?
por: Hift, Richard J
Publicado: (2014)

Grand Challenge Veterinary Neurology and Neurosurgery: Veterinary Neurology and Neurosurgery – Research for Animals and Translational Aspects
por: Tipold, Andrea
Publicado: (2015)

The mechanism of impact of summative assessment on medical students’ learning
por: Cilliers, Francois J., et al.
Publicado: (2010)

Simulation-based summative assessment in healthcare: an overview of key principles for practice
por: Buléon, Clément, et al.
Publicado: (2022)

Teaching clinical hematology and leukocyte differentiation in veterinary medicine using virtual patients
por: Marahrens, Hannah, et al.
Publicado: (2023)

A 2-Question Summative Score Correlates with the Maslach Burnout Inventory
por: Li-Sauerwine, Simiao, et al.
Publicado: (2020)

Stressed out or subjective acquisition of competence – how do veterinary students see their curative work placement?
por: Dilly, Marc, et al.
Publicado: (2016)

Interprofessional survey on communication skills in veterinary and veterinary-related education in Germany
por: Rauch, Michèle, et al.
Publicado: (2021)

Editorial: Neuroimaging in Veterinary Science
por: Tipold, Andrea, et al.
Publicado: (2019)

Handbook on formative and summative evaluation of student learning
por: Bloom, Benjamin S, et al.
Publicado: (1971)

Students’ Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology
por: Carpenter, Shana K., et al.
Publicado: (2017)

Veterinary Questions in the United States
Publicado: (1885)

Utilization and acceptance of virtual patients in veterinary basic sciences – the vetVIP-project
por: Kleinsorgen, Christin, et al.
Publicado: (2017)

Use and acceptance of Wiki systems for students of veterinary medicine
por: Kolski, Darius, et al.
Publicado: (2013)

Evaluation of the eOSCE for testing clinical skills
por: Berendes, Svenja, et al.
Publicado: (2023)

Self-directed learning in veterinary medicine: are the students ready?
por: Chigerwe, Munashe, et al.
Publicado: (2017)

Development of learning objectives for neurology in a veterinary curriculum: Part II: Postgraduates
por: Lin, Yu-Wei, et al.
Publicado: (2015)

The impact of epistemic framing of teaching videos and summative assessments on students’ learning of scientific methods
por: Erduran, Sibel, et al.
Publicado: (2021)

Hypergeometric summation: an algorithmic approach to summation and special function identities
por: Koepf, Wolfram
Publicado: (2014)

Assessment model blending formative and summative assessments using the SOLO taxonomy
por: Svensäter, Gunnel, et al.
Publicado: (2022)

Changing the culture of assessment: the dominance of the summative assessment paradigm
por: Harrison, Christopher J., et al.
Publicado: (2017)

EndNote as document manager for summative assessment
por: Kali, A, et al.
Publicado: (2016)

Brief Research Report: Veterinary Student Perspective on COVID-19 and Veterinary Medicine
por: Limper, Candice B., et al.
Publicado: (2021)

Summative assessments are more powerful drivers of student learning than resource intensive teaching formats
por: Raupach, Tobias, et al.
Publicado: (2013)

Effect of Video Conferencing on Student Academic Performance: Evidence from Preclinical Summative Assessment Scores
por: Darr, Andrew, et al.
Publicado: (2021)

Comparison of long-menu and single-best-answer multiple choice questions in computer-based summative assessments: a randomised controlled trial
por: Cerutti, Bernard, et al.
Publicado: (2019)

Cannot write session to /tmp/vufind_sessions/sess_ngsbeu08t9cipj91i380c2juaq