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In order to attempt to assess aspects of clinical competence, not adequately assessed by other means, the Center for the Study of Medical Education, University of Illinois College of Medicine together with the American Board of Orthopaedic Surgery developed oral examinations in formats specifically designed to yield information on high level cognitive functioning. The examinations were administered to 784 candidates for certification in January 1968. Reliability of the oral problem-solving component score pooled from four examiners was approximately .50. Assessment of content, construct, and concurrent validity made by questionnaire and factor analytic studies indicated that the oral tests identified factors not measured by multiple-choice tests and, therefore, significantly improved the relationship between supervisory evaluations and test scores. 相似文献
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CHRISTINE SKELTON 《Gender and education》1998,10(2):217-227
ABSTRACT Research into masculinities and schooling has recently attracted an increased amount of attention, particularly in relation to working-class boys and academic underachievement. Exploring masculinities is not a 'new' area, however, as such issues have always featured in feminist research into schooling. There is a concern that not all of this work undertaken by male researchers engages with the knowledge and understanding provided by feminist research. The intention of this article is to consider the debates surrounding feminists exploring issues of masculinity and to ascertain the extent to which recent work by male writers/researchers into masculinities and schooling informs and complements existing feminist agendas. 相似文献
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The international dimension of higher education has expanded rapidly in recent decades and private provision is becoming increasingly widespread in response to the diverse pressures of globalisation, rapid expansion in demand and increased pressures on public finances. As higher education has become marketised, opportunities for international providers have increased dramatically. Foreign providers may opt for delivery locally or remotely and via a variety of different legal and organisational arrangements. The focus of this article is on foreign provision of HE with specific reference to China and the UK. In the period post-Mao, the policy environment for higher education in China has changed dramatically, culminating in 2003 in the decision to allow foreign universities to formally establish partnerships with Chinese universities for the delivery of higher education. The development and operation of the University of Nottingham Ningbo, China, is discussed in order to provide more detailed insights into the nature and challenges of delivering foreign HE provision in a Chinese context. 相似文献
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CHRISTINE B. SOMERS 《European Journal of Engineering Education》1996,21(3):317-326
This paper reports empirical research which tested the validity of a theoretical model of the correlates of engineering freshman academic performance in an Irish context. The research examined the hypothesis that academic performance is related to both students' previous educational experience (input) and to their application to study (process) during the freshman year. The model explains 49% of the variance in such performance. It indicates that both input and process variables contribute to the explanation of differences in engineering freshman academic performance. The implications of these findings are discussed. 相似文献
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