Accès gratuit
Numéro
Pédagogie Médicale
Volume 13, Numéro 4, novembre 2012
Page(s) 247 - 255
Section Recherche et perspectives
DOI https://doi.org/10.1051/pmed/2012021
Publié en ligne 18 décembre 2012
  1. Davis D, O'Brien Thomson MA, Freemantie N, Wolf FM, Mazmanian P, Taylor-Vaisey A. Impact of formal continuing medical education: Do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? JAMA 1999;282:867-74. [CrossRef] [PubMed] [Google Scholar]
  2. Mansouri M, Lockyer J. A meta-analysis of continuing medical education effectiveness. JCEHP 2007;27:6-15. [Google Scholar]
  3. Michael J. Where's the evidence that active learning works? Adv Physiol Educ 2006;30:159-67. [Google Scholar]
  4. Larsen DP, Butler AC, Roediger III HL. Test-enhanced learning in medical education. Med Educ 2008;42:959-66. [CrossRef] [PubMed] [Google Scholar]
  5. Roediger HL, Karpicke JD. Test-enhanced learning: taking memory tests improves long-term retention. Psychol Sci 2006;17:249-55. [CrossRef] [PubMed] [Google Scholar]
  6. Kromann CB, Jensen ML, Ringsted C. The effect of testing on skills learning. Med Educ 2009;43:21-7. [CrossRef] [PubMed] [Google Scholar]
  7. McDaniel MA, Anderson JL, Derbish MH, Morrisette N. Testing the testing effect in the classroom. Eur J Cogn Psychol 2007;19:494-513. [CrossRef] [Google Scholar]
  8. McDaniel MA, Roediger HL, 3rd, McDermott KB. Generalizing test-enhanced learning from the laboratory to the classroom. Psychon Bull Rev 2007;14:200-6. [CrossRef] [PubMed] [Google Scholar]
  9. Kang SHK, McDermott KB, Roediger HLI. Test format and corrective feedback modify the effect of testing on long-term retention. Eur J Cogn Psychol 2007;19:528-58. [CrossRef] [Google Scholar]
  10. Pashler H, Cepeda HJ, Rohrer D, Wixted JT. When does feedback facilitate learning of words? J Exp Psychol Learn Mem Cogn 2005;31:3-8. [CrossRef] [PubMed] [Google Scholar]
  11. Scallon G. L'évaluation formative. Saint-Laurent (Qc) : Éditions du Renouveau Pédagogique, 2000. [Google Scholar]
  12. Bangert-Drowns RL, Kulik CLC, Kulik JA, Morgan MT. The instructional effect of feedback in test-like events. Review of Educational Research 1991; 61:213-38. [CrossRef] [Google Scholar]
  13. Lepper MR, Master A, Yow WQ. Intrinsic motivation in education. In: Maehr ML, Karabenick SA, Urdan TC, editors. Advances in Motivation and Achievement. Social Psychological Perspectives. First Edition ed. Bingley (UK): Emerald Group Publishing Limited, 2008: 521-56. [Google Scholar]
  14. St-Onge C, Landry M, Xhignesse M, Voyer G, Tremblay-Lavoie S, Mamede S, et al. Expertise and diagnostic performance in family praticians. Manuscript submitted. [Google Scholar]
  15. Mamede S, Schmidt HG, Penaforte JC. Effect of reflective practice on the accuracy of medical diagnoses. Med Educ 2008;42:468-75. [CrossRef] [PubMed] [Google Scholar]
  16. Norcini JJ, McKinley DW. Assessment methods in medical education. Teach Teach Educ 2007;23:239-50. [CrossRef] [Google Scholar]
  17. van der Vleuten CPM. The assessment of professional competence: Developments, research and practical implications. Adv Health Sci Educ 1996;1:41-67. [CrossRef] [Google Scholar]
  18. Larsen DP, Butler AC, Roediger III HL. Repeated testing improves long-term retention relative to repeated study: a randomised controlled trial. Med Educ 2009;43:1174-81. [CrossRef] [PubMed] [Google Scholar]
  19. Norman GR, Shannon SI, Marrin ML. The need for needs assessment in continuing medical education. BMJ 2004;328:999-1001. [CrossRef] [PubMed] [Google Scholar]
  20. Davis P, Kvern B, Donen N, Andrews E, Nixon O. Evaluation of a problem-based learning workshop using pre- and post-test objective structured clinical examinations and standardized patients. JCEHP 2000;20:164-70. [Google Scholar]
  21. Finlay K, McLaren S. Does appraisal enhance learning, improve practice and encourage continuing professional development? A survey of general practitioners' experiences of appraisal. Qual Prim Care 2009;17:387-95. [Google Scholar]
  22. Smits PBA, Verbeek JHAM, de Buisonjé CD. Problem based learning in continuing medical education: A review of controlled evaluation studies. BMJ 2002;324:153-6. [CrossRef] [PubMed] [Google Scholar]
  23. Kellerman SE, Herold J. Physician response to surveys. A review of the literature. Am J Prev Med 2001;20:61-67. [CrossRef] [Google Scholar]

Les statistiques affichées correspondent au cumul d'une part des vues des résumés de l'article et d'autre part des vues et téléchargements de l'article plein-texte (PDF, Full-HTML, ePub... selon les formats disponibles) sur la platefome Vision4Press.

Les statistiques sont disponibles avec un délai de 48 à 96 heures et sont mises à jour quotidiennement en semaine.

Le chargement des statistiques peut être long.