2018
Test-enhanced learning in health professions education: A systematic review: BEME Guide No. 48
Green ML, Moeller JJ, Spak JM. Test-enhanced learning in health professions education: A systematic review: BEME Guide No. 48. Medical Teacher 2018, 40: 337-350. PMID: 29390949, DOI: 10.1080/0142159x.2018.1430354.Peer-Reviewed Original ResearchConceptsHealth professions educationLearning outcomesTEL interventionsProfessions educationImmediate learning outcomesTest-enhanced learningMedical education journalsEffectiveness of TELsShort-answer questionsMultiple-choice questionsCognitive psychology studiesEducation journalsStandardized patientsHealth professionsChoice questionsAnswer questionsRetention outcomesEducationPsychology studiesLearningTELCurriculumEducatorsLearnersNo. 48
2002
‘Intention-to-treat’ meets ‘missing data’: implications of alternate strategies for analyzing clinical trials data
Nich C, Carroll KM. ‘Intention-to-treat’ meets ‘missing data’: implications of alternate strategies for analyzing clinical trials data. Drug And Alcohol Dependence 2002, 68: 121-130. PMID: 12234641, PMCID: PMC3651592, DOI: 10.1016/s0376-8716(02)00111-4.Peer-Reviewed Original ResearchConceptsEffectiveness of treatmentTreat analysisClinical trialsRandomized clinical trialsClinical trial dataStudy treatmentProtocol violationsTreat strategyTreatment retentionPoint of dropoutTime-varying covariatesTrial dataCocaine dependenceIntended durationParticipant dropoutRelative efficacyTrialsTreatmentMultiple analytic strategiesRetention outcomesDurationFull durationStrategy 1Analytic strategiesSubstantial levels
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