INVESTIGACIONES ALUMNOS/AS (PPT)

Bachiochi, Peter; Everton, Wendi; Evans, Melanie; Fugere, Madeleine; Escoto, Carlos; Letterman, Margaret; and Leszczynski, Jennifer (2011). Using Empirical Article Analysis to Assess Research Methods Courses. Teaching of Psychology 38(1) 5-9.

Balch, William R. (2007). Effects of Test Expectation on Multiple-Choice Performance and Subjective Ratings. Teaching of Psychology, Vol. 34 Issue 4, p219-225

Bartlett, Michael G. and Morrow, Kristine A. (2001). Method for Assessing Course Knowledge in a Large Classroom Environment: An Improved Version of the Minute Paper. American Journal of Pharmaceutical Education, Vol. 65, 264-267. Documento Original disponible en: http://www.ajpe.org/legacy/pdfs/aj650311.pdf

Berry, Thomas; Cook, Lori; Hill, Nancy; Stevens, Kevin (2011). An Exploratory Analysis of Textbook Usage and Study Habits: Misconperceptions and Barries to Success. College Teaching. Vol. 59 Issue 1, p31-39.

Betts, Lucy R.; Elder, Tracey J.; Hartley, James; and Trueman, Mark. (2009). Does correction for guessing reduce students performance on multiple-choice examinations? Yes? No? Sometimes? Assessment & Evaluation in Higher Education, Vol. 34 Issue 1, p1-15.

Biskobing, Diane M.; Lawson, Sonya R.; Messmer, James M. and Hoban, J. Dennis (2006). Study of Selected Outcomes of Medical Students Who Fail USMLE Step 1. Medical Education Online 2006. Vol. 11.11. Documento Original disponible en: http://www.med-ed-online.org

Bourner, Hill; Hughes, Mark & Bourner Tom (2001). First-year Undergraduate Experiences of Group Project Work. Assessment & Evaluation in Higher Education, Vol. 26, No. 1, 20-39

Burdett, Jane (2003). Making Groups Work: University Students' Perceptions. International Education Journal Vol 4, No 3, 2003, 170-191 [The Australian and New Zealand Comparative and International Education Society (ANZCIES)]. Documento Original disponible en: http://iej.cjb.net

Butler, Adam; Phillmann, Kayah-Bah and Smart, Lona (2001). Active Learning Within a Lecture: Assessing de Impact of Short, In-class Writing Excercises. Teaching of Psychology. Vol. 28, nº 4, 257-259.

Carless, David (2006). Differing perceptions in the feedback process. Studies in Higher Education, Vol, 31, nº 2, 219-233.

Cheang, Kai I. (2009). Effect of Learned-Centered Teaching on Motivation and Learning Strategies in a Third-Year Pharmacotherapy Course. American Journal of Pharmaceutical Education, 73 (3) article 42.

Connor-Greene, Patricia A. (2000). Assessing and Promoting Student Learning: Blurring the Line Between Teaching and Testing. Teaching of Psychology, Vol. 27, nº 2, 84-88.

Covic, Tanya; Jones and Mairwen K. (2008). Is the essay resubmission a formative or a summative assessment and does it matter as long as the grades improve? Assessment & Evaluation in Higher Education, Vol. 33 Issue 1, p75-85.

Darbishire, Patricia L.; Plake, Kimberly S.; Nash, Christiane L.; Shepler, Brian M. (2009). Active-Learning Laboratory Session to Teach the Four M’s of Diabetes Care. American Journal of Pharmaceutical Education, Vol. 73 Issue 2, p1-9

Degani, Adil T.; Patel, Rajendrakumar M.; Smith, Betsy E.; and Grimsley Edwin (2009). The Effect of Student Training on Accuracy of Completion of Death Certificates. Medical Education Online 2009;14:17 Documento Original disponible en:http://med-ed-online.net/index.php/meo/article/viewFile/4510/4690

Dobson, Roy Thomas; Stevenson, Katherine; Busch, Angela; Scott, Darlene J.; Henry, Carol; Wall, Patricia A (2009). A Quality Improvement Activity to Promote Interprofesional Collaboration Among Health Professions Students. American Journal of Pharmaceutical Education, Vol. 73 Issue 4, p1-7

Drabick, Deborah, A.G.; Weisberg, Robert, Paul, Lucy and Bubier, Jennifer L. (2007). Keeping it Short and Sweet: Brief, Ungraded Writing Assignments Facilitate Learning. Teaching of Psychology, Vol. 34, nº 3, 172-175.

Ellery, Karen (2008) Assessment for learning: a case study using feedback effectively in an essay-style test. Assessment & Evaluation in Higher Education, V. 33 Issue 4, p421-429.

Ferguson, P. (2011). Student perceptions of quality feedback in teacher education. Assessment & Evaluation in Higher Education. Vol. 36, No. 1, 51-62.

Fortin, Anne and Legault, Michéle (2010). Development of Generic Competencies: Impact of a Mixed Teaching Approach on Students’ Perceptions. Accounting Education: an international journal Vol. 19, Nos. 1–2, 93–122.

Freter, Susan; Gordon, Janet and Mallery, Laurie (2006). Development and Evaluation of a Mandatory Course in Geriatric Medicine for Fourth Year Medical Students. Medical Education Online Vol. 11.14. Documento Original disponible en: http://www.med-ed-online.org

Ghosh, Sarmishtha and Pandya, Himanshu (2008). Implementation of Integrated Learning Program in the first year of medical course under a conventional curriculum: perception of students and faculty. BMC Medical Education 8:44. Documento Original disponible en: http://www.biomedcentral.com/content/pdf/1472-6920-8-44.pdf.

Gilardi, Silvia & Lozza, Edoardo (2009). Inquiry-Based Learning and Undergraduates' Professional Identity Development: Assessment of a Field Research-Based Course. Innovative Higher Education. 34:245-256.

Goldstein, Cheryl E.; Helenius, Ira; Foldes, Cara; McGinn, Thomas and Korenstein, Deborah (2005). Internist Training Medical Residents in Pelvic Examination: Impact of an Educational Program. Teaching and Learning Medicine, 17 (3), 274-278.

Haigh, Martin (2007). Sustaining learning through assessment: an evaluation of the value of a weekly class quiz. Assessment & Evaluation in Higher Education,Vol. 32, No. 4, August 2007, pp. 457–474.

Hall, Matthew; Ramsay, Alan and Raven, John (2004). Changing the learning environment to promote deep learning approaches in first-year accounting students. Accounting Education 13 (4), 489-505

Isaksson, Sven (2008). Assess as you go: the effect of continuous assessment on student learning during a short course in archeology. Assessment & Evaluation in Higher Education, Vol. 33 Issue 1, p1-7.

Kember, David and Leung, Doris Y. P. (2005). The influence of active learning experiences on the development of graduate capabilities. Studies in Higher Education , Vol. 30, No. 2, pp. 155-170.

Kingsbury, Martyn P & Lymn, Joanne S (2008). Problem-based learning and larger student groups: mutually exclusive or compatible concepts - a pilot study. BMC Medical Education 2008, 8:35.

Kogan, Jennifer R. and Shea, Judy A. (2005). Psychometric Characteristics of a Write-Up Assessment Form in a Medicine Core Clerkship. Teaching and Learning in Medicine, 17(2), 101-106.

Leeming, Frank C. (2002). The Exam-A-Day Procedure Improves Performance in Psychology Classes. Teaching of Psychology, vol. 29, nº 3, 210-212.

Liu, Flora C. (PharmDcandidate), Gettig, Jacob P. (PharmD, MPH), and Fjortoft, Nancy (PhD) (2010). Impact of a Student Response System on Short- and Long-Term Learning in a Drug Literature Evaluation Course. American Journal of Pharmaceutical Education 74 (1) Article 6. Documento Original disponible en: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2829154/pdf/ajpe6.pdf

Maloof, Joan (2004). Using the Jigsaw Method of Cooperative Learning to Teach from Primary Sources. InventioIssue 1, Volume 6 Más información en: http://www.doit.gmu.edu/inventio/issues/Spring_2004/Maloof_2.html

McCarthy, J. Patrick and Anderson, Liam (2000). Active Learning Techniques Versus Traditional Teaching Styles: Two Experiments from History and Political Science. Innovative Higher Education, Vol. 24, No. 4, 279-294.

Murray-Nseula, Marlene (2011). Incorporating case studies into an undergraduate genetics course. Journal of the Scholarship of Teaching and Learning, Vol. 11, No. 3, pp. 75 - 85. Documento Original disponible en: https://www.iupui.edu/~josotl/archive.php.

Myers, Carrie B. & Myers, Scott M. (2007). Assessing Assessment: The Effects of Two Exam Formats on Course Achievement and Evaluation. Innovative Higher Education. 31: 227-236.

Narloch, Rodger; Garbin, Calvin P. and Turnage, Kimberley D. (2006). Benefits of Prelecture Quizzes. Teaching of Psychology. Vol. 33 nº 2, 109-112.

Nicol, David (2009). Assessment for learner self-regulation: enhancing achievement in the first year using learning technologies. Assessment & Evaluation in Higher Education Vol. 34, No. 3, 335-352.

Payne, Emma and Brown, George (2011). Communication and practice with examination criteria. Does this influence performance in examinations? Assessment & Evaluation in Higher Education Vol. 36, No. 6, 619-626.

Peat, Mary; Dalziel, James; & Grant, Anthony M. (2001) Enhancing the First Year Student Experience by Facilitating the Development of Peer Networks through a One-day Workshop. Higher Education Research & Development, Vol. 20, No., 2, 200-215.

Rabin, Laura A. and Nutter-Upham, Katherine E. (2010). Introduction of a Journal Excerpt Activity Improves Undergraduate Students’ Performance in Statistics. College Teaching. Vol. 58 Issue 4, p156-160.

Rawson, Richard E.; Quinlan, Kathleen M.; Cooper, Barry J.; Fewtrell, Clare and Matlow, Jennifer R. (2005). Writing-Skills Development in the Health Professions. Teaching and Learning in Medicine, 17 (3), 233-239.

Reem, Abraham; Ramnarayan, Komattil & Kamath, Asha (2008). Validating the effectiveness of Clinically Oriented Physiology Teaching (COPT) in undergraduate physiology curriculum. BMC Medical Education, 8:40.

Roscoe, Lauren J. and Strapp, Chehalis M. (2009). Increasing Psychology Students’ Satisfaction With Preparedness Through a Professional Issues Course. Teaching of Psychology, 36: 18–23.

Schuetze, Pamela (2004). Evaluation of a Brief Homework Assigment Designed to Reduce Citation Problems Teaching of Psychology, Vol. 31 Issue 4, 257-262.

Sainsbury, Erica J. and Walker, Richard A. (2008). Assessment as a vehicle for learning: extending collaboration into testing. Assessment & Evaluation in Higher Education, Vol. 33 Is. 2, p103-117.

Saville, Bryan K.; Zinn, Tracy E.; Brown, Allison R. and Marchuk , Kimberly A. (2010). Syllabus Detail and Students' Perceptions of Teacher Effectiveness Teaching of Psychology, 37: 186-189.

Stickels, John W. and Dobbs, Rhonda R. (2007). Helping Alleviate Statistical Anxiety with Computer Aided Statistical Classes. The Journal of Scholarship of Teaching and Learning, Vol. 7, No. 1, pp. 1-15.

Tian, Xiaowen (2007). Do assessment methods matter? A sensitivity test. Assessment & Evaluation in Higher Education, Vol. 32 Issue 4, p387-401

Unsworth, Kerrie and Kauter, Katherine (2008). Evaluating an earlybird scheme: encouraging early assignment writing and revising. Higher Education Research & Development Vol. 27, No. 1, 69–76.

Walker, J. D.; Cotner, Sehoya H.; Baepler, Paul M. and Decke, Mark D. (2008). A Delicate Balance: Integrating Active Learning into a Large Lecture Course. CBE—Life Sciences Education, Vol. 7, 361–367. Documento Original disponible en: http://www.lifescied.org/content/vol7/issue4/index.dtl

Wieman, Carl E; Rieger; George V. and Heiner, Cynthia E. (2014). Physics Exams that Promote Collaborative Learning The Physics Teacher, Vol. 52, January 2014, University of British Columbia, Vancouver, BC, Canada.

Wilson, Janie H.; Stadler, Jonathan R.; Schwartz, Beth M. and Goff, Dennis M. (2009). Touching your students: the impact of a handshake on the first day of class. Journal of the Scholarship of Teaching and Learning, Vol. 9, No. 1, pp. 108 – 117. Documento Original disponible en: https://www.iupui.edu/~josotl/archive.php

Winniger, Steven R. (2005). Using Your Tests to Teach: Formative Summative Assessment. Teaching of Psychology, Vol. 32, (3), 164-166.