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File:Ethnography in qualitative educational research AMEE Guide No 80.pdf (matches file content) this Guide? As noted above, this Guide offers an introduction and outline to understanding ethnography in medical education. In doing this, the Guide is(1,321 × 1,735 (399 KB)) - 00:34, 17 May 2022File:Writing for academia Getting your research into print AMEE Guide No 74.pdf (matches file content) the ‘‘Methods’’ section or the ‘‘Introduction.’’ The Methods follow a relatively set script, to be described in the subsequent section, in simply outlining(1,321 × 1,735 (307 KB)) - 00:42, 17 May 2022File:How to set standards on performance based examinations AMEE Guide No 85.pdf (matches file content) performance-based tests. The first section of the Guide addresses types of standards that are set. The next section provides guidance on preparing for(1,321 × 1,735 (3.12 MB)) - 00:32, 17 May 2022File:Scholarship publication and career advancement in health professions education AMEE Guide No 43.pdf (matches file content) 2009; 31: 574–590 AMEE GUIDE Scholarship, publication, and career advancement in health professions education: AMEE Guide No. 43 WILLIAM C. MCGAGHIE(1,321 × 1,735 (374 KB)) - 00:36, 17 May 2022File:Portfolios for assessment and learning AMEE Guide no 45.pdf (matches file content) May 2017, At: 13:06 2009; 31: 790–801 AMEE GUIDE Portfolios for assessment and learning: AMEE Guide no. 45 JAN VAN TARTWIJK1 & ERIK W. DRIESSEN2 1(1,321 × 1,735 (421 KB)) - 00:34, 17 May 2022File:Medical education scholarship An introductory guide AMEE Guide No 89.pdf (matches file content) 2017, At: 12:40 2014, 36: 657–674 AMEE GUIDE Medical education scholarship: An introductory guide: AMEE Guide No. 89 GERALD E. CRITES1, JULIE K. GAINES1(1,321 × 1,735 (454 KB)) - 00:35, 17 May 2022File:Control value theory Using achievement emotions to improve understanding of motivation learning and performance in medical education AMEE Guide No 64.pdf (matches file content) foster healthy learning environments (see the section on instructional implications found later in this AMEE Guide). There are, of course, differential effects(1,321 × 1,735 (1.22 MB)) - 00:32, 17 May 2022File:AMEE Guide 32 e Learning in medical education Part 1 Learning teaching and assessment.pdf (matches file content) more detail. Each section is concluded with a brief Important Messages section which serves as short summary of the section. The Guide is divided into 2(1,321 × 1,735 (353 KB)) - 00:42, 17 May 2022File:Experiential learning AMEE Guide No 63.pdf (matches file content) 13:03 2012; 34: e102–e115 WEB PAPER AMEE GUIDE: THEORIES IN MEDICAL EDUCATION Experiential learning: AMEE guide No. 63 SARAH YARDLEY1, PIM W. TEUNISSEN2(1,321 × 1,735 (726 KB)) - 00:39, 17 May 2022File:The Objective Structured Clinical Examination OSCE AMEE Guide No 81 Part II Organisation Administration.pdf (matches file content) of this Guide, but it is discussed in some detail in AMEE Guide No. 49 (Pell et al. 2010), and G theory is comprehensively covered in AMEE Guide No. 68(1,321 × 1,735 (485 KB)) - 00:36, 17 May 2022File:Situativity theory A perspective on how participants and the environment can interact AMEE Guide no 52.pdf (matches file content) 2011; 33: 188–199 AMEE GUIDE Situativity theory: A perspective on how participants and the environment can interact: AMEE Guide no. 52 STEVEN J. DURNING(1,321 × 1,735 (380 KB)) - 00:33, 17 May 2022File:Teaching diversity to medical undergraduates Curriculum development delivery and assessment AMEE GUIDE No 103.pdf (matches file content) 38: 323–337 AMEE GUIDE Teaching diversity to medical undergraduates: Curriculum development, delivery and assessment. AMEE GUIDE No. 103 NISHA DOGRA1(1,321 × 1,735 (461 KB)) - 00:43, 17 May 2022File:Program evaluation models and related theories AMEE Guide No 67.pdf (matches file content) emulate it. Readers of this Guide may find it helpful to cross-reference the Input section of the Logic Model to the Input section of Stufflebeam’s CIPP model(1,321 × 1,735 (334 KB)) - 00:31, 17 May 2022File:Quantitative and qualitative methods in medical education research AMEE Guide No 90 Part I.pdf (matches file content) 12:40 2014, 36: 746–756 AMEE GUIDE Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part I MOHSEN TAVAKOL1 & JOHN(1,321 × 1,735 (703 KB)) - 00:39, 17 May 2022File:Psychometric evaluation of a knowledge based examination using Rasch analysis An illustrative guide AMEE Guide No 72.pdf (matches file content) WEB PAPER AMEE GUIDE Psychometric evaluation of a knowledge based examination using Rasch analysis: An illustrative guide: AMEE Guide No. 72 MOHSEN TAVAKOL(1,321 × 1,735 (998 KB)) - 00:41, 17 May 2022File:Adult learning theories Implications for learning and teaching in medical education AMEE Guide No 83-2.pdf (matches file content) e1561–e1572 WEB PAPER AMEE GUIDE Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 DAVID C. M. TAYLOR1(1,321 × 1,735 (706 KB)) - 00:40, 17 May 2022File:Self regulation theory Applications to medical education AMEE Guide No 58.pdf (matches file content) At: 13:03 2011; 33: 875–886 AMEE GUIDE Self-regulation theory: Applications to medical education: AMEE Guide No. 58 JOHN SANDARS1 & TIMOTHY J. CLEARY2(1,321 × 1,735 (418 KB)) - 00:35, 17 May 2022File:Quantitative and qualitative methods in medical education research AMEE Guide No 90 Part II.pdf (matches file content) 12:40 2014, 36: 838–848 AMEE GUIDE Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part II MOHSEN TAVAKOL1 &(1,321 × 1,735 (397 KB)) - 00:35, 17 May 2022File:General overview of the theories used in assessment AMEE Guide No 57.pdf (matches file content) 2017, At: 13:03 2011; 33: 783–797 AMEE GUIDE General overview of the theories used in assessment: AMEE Guide No. 57 LAMBERT W. T. SCHUWIRTH1 & CEES P(1,321 × 1,735 (448 KB)) - 00:40, 17 May 2022File:4C ID in medical education How to design an educational program based on whole task learning AMEE Guide No 93.pdf (matches file content) 2015, 37: 4–20 AMEE GUIDE 4C/ID in medical education: How to design an educational program based on whole-task learning: AMEE Guide No. 93 MIEKE VANDEWAETERE1(1,321 × 1,735 (1.43 MB)) - 00:41, 17 May 2022