Karri L Grob

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Building an Exam Through Rigorous Exam Quality Improvement

L. Gruppen, S. Santen, Nikki L. Bibler Zaidi, 2017 .

Creating assessments as an active learning strategy: what are students’ perceptions? A mixed methods study

S. Monrad, Karri L Grob, Josh Kurtz, 2019, Medical education online.

Theory, Process, and Validation Evidence for a Staff-Driven Medical Education Exam Quality Improvement Process

S. Santen, J. Purkiss, J. Miller, 2016 .

Co-teaching in an Undergraduate Clinical Skills Course: Physicians and Social Behavioural Scientists Use a Shared Mental Model to Highlight Complementary Aspects of Medical Interviewing and Physical Exam Skills

W. Grave, P. Mullan, Karri L Grob, 2019, MedEdPublish.

Pushing Critical Thinking Skills With Multiple-Choice Questions: Does Bloom's Taxonomy Work?

L. Gruppen, S. Santen, Karri L Grob, 2017, Academic medicine : journal of the Association of American Medical Colleges.

Building an Exam Through Rigorous Exam Quality Improvement

L. Gruppen, S. Santen, Nikki L. Bibler Zaidi, 2017, Medical Science Educator.

Theory, Process, and Validation Evidence for a Staff-Driven Medical Education Exam Quality Improvement Process

S. Santen, J. Purkiss, Nikki L. Bibler Zaidi, 2016, Medical Science Educator.

Item Quality Improvement: What Determines a Good Question? Guidelines for Interpreting Item Analysis Reports

L. Gruppen, S. Santen, Nikki L. Bibler Zaidi, 2018 .

Item Quality Improvement: What Determines a Good Question? Guidelines for Interpreting Item Analysis Reports

L. Gruppen, S. Santen, Nikki L. Bibler Zaidi, 2017, Medical Science Educator.

Employing a Root Cause Analysis Process to Improve Examination Quality.

R. Hemphill, S. Santen, Nikki L. Bibler Zaidi, 2019, Academic medicine : journal of the Association of American Medical Colleges.

What faculty write versus what students see? Perspectives on multiple-choice questions using Bloom’s taxonomy

L. Gruppen, S. Santen, M. Hortsch, 2021, Medical teacher.