Jasna Vuk
Researcher
University of Arkansas for Medical Sciences
faculty
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Biography and Research Information
OverviewAI-generated summary
Jasna Vuk's research focuses on enhancing medical education through the investigation of various learning strategies and their impact on student comprehension and performance. She has published studies examining the effectiveness of microlearning activities, educational videos versus question banks, and interactive retrieval practice in improving medical student performance on standardized examinations, including the United States Medical Licensing Examination (USMLE) Step 1. Vuk's work also explores student engagement in recorded lectures through self-paced polling and investigates student preferences for learning community design.
Her scholarship metrics include an h-index of 9, with 45 total publications and 265 total citations. Vuk collaborates with researchers at the University of Arkansas for Medical Sciences, including Karina R. Clemmons, Michael Anders, Sung W. Rhee, and Diane Jarrett. Her recent publications in 2022 and 2023 indicate ongoing activity in the field of medical education research.
Metrics
- h-index: 9
- Publications: 45
- Citations: 265
Selected Publications
- Educational Videos Versus Question Banks: Maximizing Medical Student Performance on the United States Medical Licensing Examination Step 1 Exam (2023) DOI
- Microlearning activities improve student comprehension of difficult concepts and performance in a biochemistry course (2023) DOI
- Self-paced polling increases medical student engagement in recorded lectures and improves examination performance (2022) DOI
- What have medical students learned and thought about Occupational and sports medicine after online course completion? (2022) DOI
- One size doesn’t fit all: framework and resources for individualized interventions for struggling medical students (2021) DOI
- Interactive retrieval practice in renal physiology improves performance on customized National Board of Medical Examiners examination of medical students (2021) DOI
- A Better Learning Community: Mixed-Methods Reveal Medical Student Preferences with Implications for Learning Community Design and Implementation (2021) DOI
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