"Academic Performance" is a descriptor in the National Library of Medicine's controlled vocabulary thesaurus,
MeSH (Medical Subject Headings). Descriptors are arranged in a hierarchical structure,
which enables searching at various levels of specificity.
A quantitative or qualitative measure of intellectual, scholarly, or scholastic accomplishment.
- Academic Performance
- Academic Performances
- Performance, Academic
- Performances, Academic
- Academic Test Performance
- Academic Test Performances
- Performance, Academic Test
- Test Performance, Academic
- Academic Test Scores
- Academic Test Score
- Score, Academic Test
- Test Scores, Academic
Educational Test Scores
- Educational Test Scores
- Educational Test Score
- Score, Educational Test
- Scores, Educational Test
- Test Score, Educational
- Test Scores, Educational
- Educational Test Performance
- Educational Test Performances
- Performance, Educational Test
- Performances, Educational Test
- Test Performance, Educational
- Test Performances, Educational
Below are MeSH descriptors whose meaning is more general than "Academic Performance".
Below are MeSH descriptors whose meaning is more specific than "Academic Performance".
This graph shows the total number of publications written about "Academic Performance" by people in this website by year, and whether "Academic Performance" was a major or minor topic of these publications.
To see the data from this visualization as text, click here.
|Year||Major Topic||Minor Topic||Total|
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Below are the most recent publications written about "Academic Performance" by people in Profiles.
Khalil MK. Weekly near-peer tutoring sessions improve students' performance on basic medical sciences and USMLE Step1 examinations. Med Teach. 2022 07; 44(7):752-757.
Pan SC, Cooke J, Little JL, McDaniel MA, Foster ER, Connor LT, Rickard TC. Online and Clicker Quizzing on Jargon Terms Enhances Definition-Focused but Not Conceptually Focused Biology Exam Performance. CBE Life Sci Educ. 2019 12; 18(4):ar54.
Shell K, Holt E, Kington A, Mohammed K, Black A, Troup C, Ingiaimo M, Scoles K, Nathaniel TI. Motivation to Learn Neuroanatomy by Cadaveric Dissection is Correlated with Academic Performance. Clin Anat. 2020 Jan; 33(1):128-135.
Cooke JE, Weir L, Clarkston B. Retention following Two-Stage Collaborative Exams Depends on Timing and Student Performance. CBE Life Sci Educ. 2019 06; 18(2):ar12.
Nathaniel TI, Gainey JC, Williams JA, Stewart BL, Hood MC, Brechtel LE, Faulkner RV, Pendergrass JS, Black LA, Griffin SK, Troup CE, Reuben JS, Black AC. Impact and educational outcomes of a small group self-directed teaching strategy in a clinical neuroscience curriculum. Anat Sci Educ. 2018 Sep; 11(5):478-487.
Khalil MK, Williams SE, Gregory Hawkins H. Learning and study strategies correlate with medical students' performance in anatomical sciences. Anat Sci Educ. 2018 May 06; 11(3):236-242.
Morgan KM, Northey EE, Khalil MK. The effect of near-peer tutoring on medical students' performance in anatomical and physiological sciences. Clin Anat. 2017 Oct; 30(7):922-928.