Harasym PH - Search Results

1

Undesired variance due to examiner stringency/leniency effect in communication skill scores assessed in OSCEs.

Harasym PH, Woloschuk W, Cunning L. Harasym PH, et al. Adv Health Sci Educ Theory Pract. 2008 Dec;13(5):617-32. doi: 10.1007/s10459-007-9068-0. Epub 2007 Jul 3. Adv Health Sci Educ Theory Pract. 2008. PMID: 17610034

2

Attitude change during medical school: a cohort study.

Woloschuk W, Harasym PH, Temple W. Woloschuk W, et al. Among authors: harasym ph. Med Educ. 2004 May;38(5):522-34. doi: 10.1046/j.1365-2929.2004.01820.x. Med Educ. 2004. PMID: 15107086

3

Retention of basic science knowledge: a comparison between body system-based and clinical presentation curricula.

Woloschuk W, Mandin H, Harasym P, Lorscheider F, Brant R. Woloschuk W, et al. Teach Learn Med. 2004 Spring;16(2):116-22. doi: 10.1207/s15328015tlm1602_1. Teach Learn Med. 2004. PMID: 15294459

4

Use of scheme-based problem solving: an evaluation of the implementation and utilization of schemes in a clinical presentation curriculum.

Woloschuk W, Harasym P, Mandin H, Jones A. Woloschuk W, et al. Med Educ. 2000 Jun;34(6):437-42. doi: 10.1046/j.1365-2923.2000.00572.x. Med Educ. 2000. PMID: 10792683

5

Reliability and validity of interviewers' judgments of medical school candidates.

Harasym PH, Woloschuk W, Mandin H, Brundin-Mather R. Harasym PH, et al. Acad Med. 1996 Jan;71(1 Suppl):S40-2. doi: 10.1097/00001888-199601000-00038. Acad Med. 1996. PMID: 8546779 No abstract available.

6

Helping students learn to think like experts when solving clinical problems.

Mandin H, Jones A, Woloschuk W, Harasym P. Mandin H, et al. Acad Med. 1997 Mar;72(3):173-9. doi: 10.1097/00001888-199703000-00009. Acad Med. 1997. PMID: 9075420

7

Clinical problem solving and the clinical presentation curriculum.

Mandin H, Harasym P, Woloschuk W. Mandin H, et al. Acad Med. 2000 Nov;75(11):1043-5. doi: 10.1097/00001888-200011000-00001. Acad Med. 2000. PMID: 11078656 No abstract available.

8

Cuing effect of "all of the above" on the reliability and validity of multiple-choice test items.

Harasym PH, Leong EJ, Violato C, Brant R, Lorscheider FL. Harasym PH, et al. Eval Health Prof. 1998 Mar;21(1):120-33. doi: 10.1177/016327879802100106. Eval Health Prof. 1998. PMID: 10183336

9

Diagnostic reasoning strategies and diagnostic success.

Coderre S, Mandin H, Harasym PH, Fick GH. Coderre S, et al. Among authors: harasym ph. Med Educ. 2003 Aug;37(8):695-703. doi: 10.1046/j.1365-2923.2003.01577.x. Med Educ. 2003. PMID: 12895249

10

The effects of examiner background, station organization, and time of exam on OSCE scores assessing undergraduate medical students' physical examination skills.

Doig CJ, Harasym PH, Fick GH, Baumber JS. Doig CJ, et al. Among authors: harasym ph. Acad Med. 2000 Oct;75(10 Suppl):S96-8. doi: 10.1097/00001888-200010001-00031. Acad Med. 2000. PMID: 11031187 No abstract available.

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