Task Demands in OSCEs Influence Learning Strategies

Alexandre Lafleur*, Jonathan Laflamme, Jimmie Leppink, Luc Cote

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Original languageEnglish
Pages (from-to)286-295
Number of pages10
JournalTeaching and Learning in Medicine
Volume29
Issue number3
DOIs
Publication statusPublished - 2017

Keywords

  • Objective structured clinical examination
  • hypothesisdriven physical examination
  • metacognition
  • preassessment learning effects
  • medical assessment
  • PEER-PHYSICAL-EXAMINATION
  • MEDICAL-STUDENTS
  • HYPOTHESIS-DRIVEN
  • IMPACT
  • WILLINGNESS
  • PERFORMANCE
  • KNOWLEDGE
  • EDUCATION
  • SCRIPTS

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