Associate Professor Peter Schwartz
| Position | Associate Professor |
|---|---|
| Department | Department of Pathology (Dunedin) |
| Qualifications | MNZM BSc MD FAIC |
Publications
Tweed, M., Thompson-Fawcett, M., Schwartz, P., & Wilkinson, T. J. (2013). Determining measures of insight and foresight from responses to multiple choice questions. Medical Teacher, 35(2), 127-133. doi: 10.3109/0142159x.2012.733834
Tweed, M. J., Thompson-Fawcett, M., Schwartz, P., & Wilkinson, T. J. (2012). A confidence and safety approach to multiple-choice question scoring. Focus on Health Professional Education, 13(3), 84-92.
Schwartz, P. (2011). Upgrading teaching and assessment in a traditional medical course. In I. Hay (Ed.), Inspiring academics: Learning with the world's great university teachers. (pp. 113-121). Berkshire, UK: Open University Press.
Rudland, J. R., Schwartz, P., & Ali, A. (2011). Moving a formative test from a paper-based to a computer-based format: A student viewpoint. Medical Teacher, 33(9), 738-743. doi: 10.3109/0142159X.2011.577119
Schwartz, P. (2009). A most unusual examination: Progress testing at the University of Otago Medical School. In Ako Aotearoa good practice publication grant e-book. Wellington, New Zealand: Ako Aotearoa. Retrieved from http://akoaotearoa.ac.nz/ako-hub/good-practice-publication-grants-e-book/resources/pages/most-unusual-examination-progress-te
Edited Book - Research
Schwartz, P. L., & Webb, G. (Eds.). (2002). Assessment - Case Studies, Experience and Practice from Higher Education (1 ed.). United Kingdom: Kogan Page Limited, 196p.
Schwartz, P. L., Mennin, S. P., & Webb, G. (Eds.). (2001). Problem-Based Learning. Case Studies, Experience and Practice. London: Kogan Page Limited, 182p.
Chapter in Book - Research
Schwartz, P. (2011). Upgrading teaching and assessment in a traditional medical course. In I. Hay (Ed.), Inspiring academics: Learning with the world's great university teachers. (pp. 113-121). Berkshire, UK: Open University Press.
Schwartz, P. (2009). A most unusual examination: Progress testing at the University of Otago Medical School. In Ako Aotearoa good practice publication grant e-book. Wellington, New Zealand: Ako Aotearoa. Retrieved from http://akoaotearoa.ac.nz/ako-hub/good-practice-publication-grants-e-book/resources/pages/most-unusual-examination-progress-te
Schwartz, P. L. (2002). Gain without pain? In P. Schwartz & G. Webb (Eds.), Assessment - Case Studies, Experience and Practice from Higher Education. (First ed.) (pp. 25-31). United Kingdom: Kogan Page.
Schwartz, P. L. (2001). Forward from the retreat. In P. L. Schwartz, S. P. Mennin & G. Webb (Eds.), Problem-Based Learning. Case Studies, Experience and Practice. (pp. 60-67). London: Kogan Page Limited.
Miller, A. P., Loten, E. G., & Schwartz, P. L. (2000). Successful formats for applied learning in small-group tutorials in pathology, clinical biochemistry and other subjects. In D. Spiller (Ed.), Narratives from Tertiary Teaching. Giving Students a Voice. (pp. 27-44). Pearson Education/Longman.
Schwartz, P. L. (1997). Persevering with problem-based learning. In D. Boud & G. I. Feletti (Eds.), The Challenge of Problem-Based Learning. (pp. 58-63). London: Kogan Page.
Journal - Research Article
Tweed, M., Thompson-Fawcett, M., Schwartz, P., & Wilkinson, T. J. (2013). Determining measures of insight and foresight from responses to multiple choice questions. Medical Teacher, 35(2), 127-133. doi: 10.3109/0142159x.2012.733834
Tweed, M. J., Thompson-Fawcett, M., Schwartz, P., & Wilkinson, T. J. (2012). A confidence and safety approach to multiple-choice question scoring. Focus on Health Professional Education, 13(3), 84-92.
Rudland, J. R., Schwartz, P., & Ali, A. (2011). Moving a formative test from a paper-based to a computer-based format: A student viewpoint. Medical Teacher, 33(9), 738-743. doi: 10.3109/0142159X.2011.577119
Schwartz, P. L., & Loten, E. G. (2004). Effect of year in school on medical students' perceptions evaluated with the Cognitive Behavior Survey, Attitudes Toward Social Issues in Medicine survey, and Learning Environment Questionnaire. Teaching & Learning in Medicine, 16(4), 333-344.
Schwartz, P. L., & Loten, E. G. (2004). Influence of type of curriculum on students' perceptions of the medical course: A compilation of results from the Cognitive Behavior Survey, Attitudes Toward Social Issues in Medicine survey, and Learning Environment Questionnaire. Teaching & Learning in Medicine, 16(2), 123-132.
Schwartz, P. L., & Loten, E. G. (2003). Effects of a revised preclinical curriculum on students' perceptions of their cognitive behaviors, attitudes to social issues in medicine, and the learning environment. Teaching & Learning in Medicine, 15(2), 76-83.
Tavanaiepour, D., Schwartz, P. L., & Loten, E. G. (2002). Faculty opinions about a revised pre-clinical curriculum. Medical Education, 36, 299-302.
Miller, A. P., Schwartz, P. L., & Loten, E. G. (2000). Systems integration: A middle way between problem-based learning and traditional courses. Medical Teacher, 22, 51-58.
Schwartz, P. L. (2000). Forward to the past? Medical Teacher, 22, 11-13.
Schwartz, P. L., & Loten, E. G. (1999). Effect of a revised preclinical curriculum on medical students' perceptions of the learning environment. Academic Medicine, 74, 1340.
Schwartz, P. L., & Loten, E. G. (1999). Brief problem-solving questions in medical school examinations: Is it necessary for students to explain their answers? Medical Education, 33, 823-827.
Loten, E. G., Schwartz, P. L., & Miller, A. P. (1998). Promoting small-group teaching through funding changes. Academic Medicine, 73(5), 615.
Anderson, M., Baggott, J., Blanchaer, M., Cleary, T., Jacobs, H., Schwartz, P. L., … Zimitat, C. (1998). Computer assisted learning in medical biochemistry on the world wide web accomplished by electronic collaboration. Basic Science Educator, 8, 18-20.
Schwartz, P. L., & Loten, E. G. (1998). Effect of remedial tutorial help on students who fail in-course assessments. Academic Medicine, 73(8), 913.
Schwartz, P. L., & Loten, E. G. (1997). Baseline results on the ATSIM before the introduction of a revised medical curriculum. Academic Medicine, 72, 920.
Schwartz, P. L., Loten, E. G., & Miller, A. P. (1997). Pilot studies of in-course assessment for a revised medical curriculum: I. Paper-based, whole class. Academic Medicine, 72, 1109-1112.
Miller, A. P., Haden, P., Schwartz, P. L., & Loten, E. G. (1997). Pilot studies of in-course assessment for a revised medical curriculum: II. Computer-based, individual. Academic Medicine, 72, 1113-1115.
Lovell-Smith, C. J., & Schwartz, P. L. A. (1996). Towards 2001: teaching or learning? New Zealand Journal of Medical Laboratory Science, 50, 88-89.
Schwartz, P. L. A. (1996). My 20-year affair with quality improvement: reflections of an unrecognized reflective practitioner. Innovation & Learning in Education, 2, 11-16.
Schwartz, P. L. A., Egan, A. G., & Heath, C. J. A. (1995). Influence of tutors on students' perceptions of small-group, case-based courses. Academic Medicine, 70, 1146-1147.
Egan, A. G., Schwartz, P. L., & Heath, C. J. (1994). Program components that encourage students in a traditional medical curriculum to accept innovative teaching methods. Teaching & Learning in Medicine, 6(3), 154-160.
