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| Predicate | Object |
|---|---|
| rdf:type | |
| lifeskim:mentions | |
| pubmed:dateCreated |
1989-3-6
|
| pubmed:abstractText |
The rank order of clerks taking two parallel written examination on diagnostic skills were compared, one examination containing short-answer/free response questions, and the other long-menu/coded response questions. A positive rank-order correlation was found between the two question formats, thus suggesting that both formats measure the same abilities.
|
| pubmed:language |
eng
|
| pubmed:journal | |
| pubmed:citationSubset |
IM
|
| pubmed:status |
MEDLINE
|
| pubmed:author | |
| pubmed:volume |
27
|
| pubmed:owner |
NLM
|
| pubmed:authorsComplete |
Y
|
| pubmed:pagination |
201-6
|
| pubmed:dateRevised |
2006-11-15
|
| pubmed:meshHeading |
pubmed-meshheading:3218857-Clinical Clerkship,
pubmed-meshheading:3218857-Clinical Competence,
pubmed-meshheading:3218857-Diagnosis,
pubmed-meshheading:3218857-Education, Medical, Undergraduate,
pubmed-meshheading:3218857-Educational Measurement,
pubmed-meshheading:3218857-Humans,
pubmed-meshheading:3218857-Pilot Projects,
pubmed-meshheading:3218857-Writing
|
| pubmed:year |
1988
|
| pubmed:articleTitle |
Writing vs coding diagnostic impressions in an examination: short-answer vs long-menu responses.
|
| pubmed:affiliation |
Bureau de pédagogie médicale, Faculté de médecine, Université Laval, Québec, Canada.
|
| pubmed:publicationType |
Journal Article,
Comparative Study,
Research Support, Non-U.S. Gov't
|