Anthony R. Artino
Anthony R. Artino
Professor, The George Washington University School of Medicine & Health Sciences
Verified email at
Cited by
Cited by
Analyzing and interpreting data from Likert-type scales
GM Sullivan, AR Artino Jr
Journal of graduate medical education 5 (4), 541-542, 2013
Academic self-efficacy: from educational theory to instructional practice
AR Artino
Perspectives on medical education 1 (2), 76-85, 2012
Developing questionnaires for educational research: AMEE Guide No. 87
AR Artino Jr, JS La Rochelle, KJ Dezee, H Gehlbach
Medical teacher 36 (6), 463-474, 2014
Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online
AR Artino Jr, JM Stephens
The Internet and Higher Education 12 (3-4), 146-151, 2009
Motivational beliefs and perceptions of instructional quality: Predicting satisfaction with online training
AR Artino
Journal of computer assisted learning 24 (3), 260-270, 2008
Motivation to learn: an overview of contemporary theories
DA Cook, AR Artino Jr
Medical education 50 (10), 997-1014, 2016
Second‐year medical students’ motivational beliefs, emotions, and achievement
AR Artino, JS La Rochelle, SJ Durning
Medical education 44 (12), 1203-1212, 2010
Situativity theory: a perspective on how participants and the environment can interact: AMEE Guide no. 52
SJ Durning, AR Artino
Medical teacher 33 (3), 188-199, 2011
Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning
AR Artino Jr, KD Jones II
The Internet and Higher Education 15 (3), 170-175, 2012
Promoting Academic Motivation and Self-Regulation: Practical Guidelines for Online Instructors
AR Artino
TechTrends 52 (3), 37-45, 2008
Cognitive load theory and the role of learner experience: An abbreviated review for educational practitioners
R Anthony Jr
Aace Journal 16 (4), 425-439, 2008
Review of the Motivated Strategies for Learning Questionnaire.
AR Artino Jr
Online Submission, 2005
What do our respondents think we're asking? Using cognitive interviewing to improve medical education surveys
GB Willis, AR Artino Jr
Journal of Graduate Medical Education 5 (3), 353-356, 2013
Online or face-to-face learning? Exploring the personal factors that predict students' choice of instructional format
AR Artino Jr
The Internet and Higher Education 13 (4), 272-276, 2010
Context and clinical reasoning: understanding the perspective of the expert’s voice
S Durning, AR Artino Jr, L Pangaro, CPM van der Vleuten, L Schuwirth
Medical education 45 (9), 927-938, 2011
Online military training: Using a social cognitive view of motivation and self-regulation to understand students' satisfaction, perceived learning, and choice
AR Artino Jr
Quarterly Review of Distance Education 8 (3), 191, 2007
Think, feel, act: Motivational and emotional influences on military students’ online academic success
AR Artino
Journal of Computing in Higher Education 21 (2), 146-166, 2009
Clarifying assumptions to enhance our understanding and assessment of clinical reasoning
SJ Durning, AR Artino Jr, L Schuwirth, C van der Vleuten
Academic Medicine 88 (4), 442-448, 2013
You can't fix by analysis what you've spoiled by design: developing survey instruments and collecting validity evidence
G Rickards, C Magee, AR Artino Jr
Journal of graduate medical education 4 (4), 407-410, 2012
Perspective: redefining context in the clinical encounter: implications for research and training in medical education
SJ Durning, AR Artino Jr, LN Pangaro, C van der Vleuten, L Schuwirth
Academic Medicine 85 (5), 894-901, 2010
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