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10.1016/j.mjafi.2021.05.018 http://scihub22266oqcxt.onion/10.1016/j.mjafi.2021.05.018 34393331!8346809!34393331     free     free     free Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 245.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 245.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 245.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       Med+J+Armed+Forces+India 2021 ; 77 (Suppl 2): S466-S474 Nephropedia Template TP {{tp|p=34393331|t=2021. Case item creation and video case presentation as summative assessment tools for distance learning in the pandemic era |pdf=|usr=}}{{34393331}} gab.com Text Case item creation and video case presentation as summative assessment tools for distance learning in the pandemic era JO: Med J Armed Forces India http://www.kidney.de/pget.php?&tw=1&pmid=34393331 #FOAvip BACKGROUND: There is an urgent need for more diverse methods for student evaluation, given the sudden shift to online learning necessitated by the coronavirus disease 2019 (COVID-19) pandemic. Innovative assessment tools will need to cover the required competencies and should be used to drive self-learning. Self-assessments and peer assessments may be added to the traditional classroom-based evaluations to identify individual insecurities or overconfidence. Identification of these factors is essential to medical education and is a focus of current research. METHODS: A modified operational assessment was introduced for the evaluation of third-year medical students. This intervention has facilitated sustained education and has promoted interactive student learning. Members of the entering class of 2017 participated in an integrated team and a competency-based online project that involved innovative item creation and case presentation methods. RESULTS: The new assessment process has been implemented successfully with positive feedback from all the participants; a usable product has been generated. CONCLUSIONS: We created new assessment tools in response to the COVID-19 pandemic that have been used successfully at our institution. These tools have provided a framework for integrated and interactive evaluations that can be used to facilitate the modification of traditional assessment methods. Twit Text FOAVip Case item creation and video case presentation as summative assessment tools for distance learning in the pandemic era ????Med J Armed Forces India http://www.kidney.de/pget.php?&tw=1&pmid=34393331 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=34393331 #FOAvip English Wikipedia <ref>{{Cite pmid|34393331}}</ref> Case item creation and video case presentation as summative assessment tools for distance learning in the pandemic era #MMPMID34393331 Amin HAA; Khalil H; Khaled D; Mahdi M; Fathelbab M; Gaber DA Med J Armed Forces India 2021[Jul]; 77 (Suppl 2): S466-S474 PMID34393331show ga BACKGROUND: There is an urgent need for more diverse methods for student evaluation, given the sudden shift to online learning necessitated by the coronavirus disease 2019 (COVID-19) pandemic. Innovative assessment tools will need to cover the required competencies and should be used to drive self-learning. Self-assessments and peer assessments may be added to the traditional classroom-based evaluations to identify individual insecurities or overconfidence. Identification of these factors is essential to medical education and is a focus of current research. METHODS: A modified operational assessment was introduced for the evaluation of third-year medical students. This intervention has facilitated sustained education and has promoted interactive student learning. Members of the entering class of 2017 participated in an integrated team and a competency-based online project that involved innovative item creation and case presentation methods. RESULTS: The new assessment process has been implemented successfully with positive feedback from all the participants; a usable product has been generated. CONCLUSIONS: We created new assessment tools in response to the COVID-19 pandemic that have been used successfully at our institution. These tools have provided a framework for integrated and interactive evaluations that can be used to facilitate the modification of traditional assessment methods. äCase item creation and video case presentation as summative assessment(epmc).pdf DeepDyve Pubget Overpricing