- Reliability of a viva assessment of clinical reasoning in an Australian pre-professional osteopathy program assessed using generalizability theory
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Vaughan B, Orrock P, Grace S
- KMID: 2406664
- J Educ Eval Health Prof.
- 2017;14:1.
- doi: 10.3352/jeehp.2017.14.1
Clinical reasoning is situation-dependent and case-specific; therefore, assessments incorporating different patient presentations are warranted. The present study aimed to determine the reliability of a multi-station case-based viva assessment of clinical... -
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- Learning through multiple lenses: analysis of self, peer, near-peer, and faculty assessments of a clinical history-taking task in Australia
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Fitzgerald K, Vaughan B
- KMID: 2439278
- J Educ Eval Health Prof.
- 2018;15:22.
- doi: 10.3352/jeehp.2018.15.22
PURPOSE: Peer assessment provides a framework for developing expected skills and receiving feedback appropriate to the learner's level. Near-peer (NP) assessment may elevate expectations and motivate learning. Feedback from peers... -
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- Effectiveness of Stimulant Medications on Disruptive Behavior and Mood Problems in Young Children
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Parsley I, Zhang Z, Hausmann M, Lerdahl A, Vaughan B, Edwards R, Hwang S
- KMID: 2505658
- Clin Psychopharmacol Neurosci.
- 2020 Aug;18(3):402-411.
- doi: 10.9758/cpn.2020.18.3.402
Objective: There are very few studies on the effectiveness of stimulant medications for the treatment of disruptive mood and behavior problems in young children (less than 7 years) with Disruptive... -
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- Dysfunctional Social Reinforcement Processing in Disruptive Behavior Disorders: An Functional Magnetic Resonance Imaging Study
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Hwang S, Meffert H, VanTieghem MR, Sinclair S, Bookheimer SY, Vaughan B, Blair RJ
- KMID: 2428974
- Clin Psychopharmacol Neurosci.
- 2018 Nov;16(4):449-460.
- doi: 10.9758/cpn.2018.16.4.449
OBJECTIVE: Prior functional magnetic resonance imaging (fMRI) work has revealed that children/adolescents with disruptive behavior disorders (DBDs) show dysfunctional reward/non-reward processing of non-social reinforcements in the context of instrumental learning... -
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