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Walter Tavares & Jacob Pearce. (2024) Attending to Variable Interpretations of Assessment Science and Practice. Teaching and Learning in Medicine 36:2, pages 244-252.
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Yohannes Molla Asemu, Tegbar Yigzaw, Firew Ayalew, Leulayehu Akalu, Fedde Scheele & Thomas van den Akker. (2023) Ethiopian Anesthetist Licensing Examination: A Qualitative Study of Concerns and Unintended Consequences. Advances in Medical Education and Practice 14, pages 1055-1064.
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Yohannes Molla Asemu, Tegbar Yigzaw, Firew Ayalew, Leulayehu Akalu, Fedde Scheele & Thomas van den Akker. (2023) The Ethiopian Anesthetist Licensing Examination and Associated Improvement in in-School Student Performance: A Retrospective Study. Advances in Medical Education and Practice 14, pages 741-751.
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M. C. Dohms, A. Rocha, E. Rasenberg, P. Dielissen & B. Thoonen. (2023) Peer assessment in medical communication skills training in programmatic assessment: A qualitative study examining faculty and student perceptions. Medical Teacher 0:0, pages 1-9.
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Bunmi S. Malau-Aduli, Richard B. Hays, Karen D’Souza, Shannon L. Saad, Helen Rienits, Antonio Celenza & Rinki Murphy. (2023) Twelve tips for improving the quality of assessor judgements in senior medical student clinical assessments. Medical Teacher 45:11, pages 1228-1232.
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Emma Vaccari, Joyce Moonen-van Loon, Cees Van der Vleuten, Paula Hunt & Bruce McManus. (2023) Marking parties for marking written assessments: A spontaneous community of practice. Medical Teacher 0:0, pages 1-7.
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Katharine Boursicot, Sandra Kemp, John Norcini, Vishna Devi Nadarajah, Susan Humphrey-Murto, Elize Archer, Jen Williams, Eeva Pyörälä & Riitta Möller. (2023) Synthesis and perspectives from the Ottawa 2022 conference on the assessment of competence. Medical Teacher 45:9, pages 978-983.
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Karen A. Mangold, Anna-leila Williams, Wivine Ngongo, Marissa Liveris, Amy E. Caruso Brown, Mark D. Adler & Mobola Campbell. (2023) Expert Consensus Guidelines for Assessing Students on the Social Determinants of Health. Teaching and Learning in Medicine 35:3, pages 256-264.
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Wendy C. Y. Hu, Hugh C. B. Dillon & Tim J. Wilkinson. (2023) Educators as Judges: Applying Judicial Decision-Making Principles to High-Stakes Education Assessment Decisions. Teaching and Learning in Medicine 35:2, pages 168-179.
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Oliver Johnson, Mohamed Bawoh, Kerrin Begg, Nellie Bell, Mohamed Boie Jalloh, David Gbao, Alhaji N’Jai, Foday Sahr, Mohamed Samai, Ann H. Kelly & Nick Sevdalis. (2023) Designing a leadership and management training curriculum for undergraduate health professions students: Lessons from the University of Sierra Leone. Global Public Health 18:1.
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Zhehan Jiang, Jinying Ouyang, Li Li, Yuting Han, Lingling Xu, Ren Liu & Junhua Sun. (2022) Cost-Effectiveness Analysis in Performance Assessments: A Case Study of the Objective Structured Clinical Examination. Medical Education Online 27:1.
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Richard Fuller, Viktoria C. T. Goddard, Vishna D. Nadarajah, Tamsin Treasure-Jones, Peter Yeates, Karen Scott, Alexandra Webb, Krisztina Valter & Eeva Pyorala. (2022) Technology enhanced assessment: Ottawa consensus statement and recommendations. Medical Teacher 44:8, pages 836-850.
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C. Heal, K. D’Souza, L. Hall, J. Smith & K. Jones. (2022) Changes to objective structured clinical examinations (OSCE) at Australian medical schools in response to the COVID-19 pandemic. Medical Teacher 44:4, pages 418-424.
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Mun Kit Wong, Daniel Zhi Hao Hong, Jiaxuan Wu, Jacquelin Jia Qi Ting, Jia Ling Goh, Zhi Yang Ong, Rachelle Qi En Toh, Christine Li Ling Chiang, Caleb Wei Hao Ng, Jared Chuan Kai Ng, Clarissa Wei Shuen Cheong, Kuang Teck Tay, Laura Hui Shuen Tan, Yun Ting Ong, Min Chiam, Annelissa Mien Chew Chin, Stephen Mason & Lalit Kumar Radha Krishna. (2022) A systematic scoping review of undergraduate medical ethics education programs from 1990 to 2020. Medical Teacher 44:2, pages 167-186.
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Sylvia Heeneman, Lubberta H. de Jong, Luke J. Dawson, Tim J. Wilkinson, Anna Ryan, Glendon R. Tait, Neil Rice, Dario Torre, Adrian Freeman & Cees P. M. van der Vleuten. (2021) Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles. Medical Teacher 43:10, pages 1139-1148.
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Dario Torre, Neil E. Rice, Anna Ryan, Harold Bok, Luke J. Dawson, Beth Bierer, Tim J. Wilkinson, Glendon R. Tait, Tom Laughlin, Kiran Veerapen, Sylvia Heeneman, Adrian Freeman & Cees van der Vleuten. (2021) Ottawa 2020 consensus statements for programmatic assessment – 2. Implementation and practice. Medical Teacher 43:10, pages 1149-1160.
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Rabea Krings, Sabine Feller, Ivana Wittwer, Kai Schnabel, Maja Steinlin & Sören Huwendiek. (2021) Elementary school children as standardized patients in a summative OSCE – A mixed-method study according to the Ottawa criteria for good assessment. Medical Teacher 43:10, pages 1170-1178.
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Keong Yap, Jade Sheen, Maja Nedeljkovic, Lisa Milne, Katherine Lawrence & Margaret Hay. (2021) Assessing clinical competencies using the Objective Structured Clinical Examination (OSCE) in psychology training. Clinical Psychologist 25:3, pages 260-270.
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Megan J. Bray, Elizabeth B. Bradley, James R. Martindale & Maryellen E. Gusic. (2021) Implementing Systematic Faculty Development to Support an EPA-Based Program of Assessment: Strategies, Outcomes, and Lessons Learned. Teaching and Learning in Medicine 33:4, pages 434-444.
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Shelley Ross, Karen E. Hauer, Keith Wycliffe-Jones, Andrew K. Hall, Laura Molgaard, Denyse Richardson, Anna Oswald & Farhan Bhanji. (2021) Key considerations in planning and designing programmatic assessment in competency-based medical education. Medical Teacher 43:7, pages 758-764.
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Jorie M. Colbert-Getz & Judy A. Shea. (2021) Three key issues for determining competence in a system of assessment. Medical Teacher 43:7, pages 853-855.
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Emily Shaw, Sarah Walpole, Michelle McLean, Carmen Alvarez-Nieto, Stefi Barna, Kate Bazin, Georgia Behrens, Hannah Chase, Brett Duane, Omnia El Omrani, Marie Elf, Carlos A. Faerron Guzmán, Enrique Falceto de Barros, Trevor J. Gibbs, Jonny Groome, Finola Hackett, Jeni Harden, Eleanor J. Hothersall, Maca Hourihane, Norma May Huss, Moses Ikiugu, Easter Joury, Kathleen Leedham-Green, Kristen MacKenzie-Shalders, Diana Lynne Madden, Judy McKimm, Patricia Nayna Schwerdtle, Margot W. Parkes, Sarah Peters, Nicole Redvers, Perry Sheffield, Judith Singleton, SanYuMay Tun & Robert Woollard. (2021) AMEE Consensus Statement: Planetary health and education for sustainable healthcare. Medical Teacher 43:3, pages 272-286.
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Aubrie Swan Sein, Hanin Rashid, Jennifer Meka, Jonathan Amiel & William Pluta. (2021) Twelve tips for embedding assessment for and as learning practices in a programmatic assessment system. Medical Teacher 43:3, pages 300-306.
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Katharine Boursicot, Sandra Kemp, Tim Wilkinson, Ardi Findyartini, Claire Canning, Francois Cilliers & Richard Fuller. (2021) Performance assessment: Consensus statement and recommendations from the 2020 Ottawa Conference. Medical Teacher 43:1, pages 58-67.
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Stefan K. Schauber & Martin Hecht. (2020) How sure can we be that a student really failed? On the measurement precision of individual pass-fail decisions from the perspective of Item Response Theory. Medical Teacher 42:12, pages 1374-1384.
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Sören Huwendiek, Daniel Jung, Christian Schirlo, Philippe Huber, Gianmarco Balestra, Sissel Guttormsen & Christoph Berendonk. (2020) The introduction of a standardised national licensing exam as a driver of change in medical education: A qualitative study from Switzerland. Medical Teacher 42:10, pages 1163-1170.
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Yassin Karay, Birger Reiss & Stefan K. Schauber. (2020) Progress testing anytime and anywhere – Does a mobile-learning approach enhance the utility of a large-scale formative assessment tool?. Medical Teacher 42:10, pages 1154-1162.
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Karen E. Hauer, Christy Boscardin, Judith M. Brenner, Sandrijn M. van Schaik & Klara K. Papp. (2020) Twelve tips for assessing medical knowledge with open-ended questions: Designing constructed response examinations in medical education. Medical Teacher 42:8, pages 880-885.
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Michael Page, John Gardner & Joe Booth. (2020) Validating written feedback in clinical formative assessment. Assessment & Evaluation in Higher Education 45:5, pages 697-713.
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Richard Fuller, Viktoria Joynes, Jon Cooper, Katharine Boursicot & Trudie Roberts. (2020) Could COVID-19 be our ‘There is no alternative’ (TINA) opportunity to enhance assessment?. Medical Teacher 42:7, pages 781-786.
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Yun Ting Ong, Cheryl Shumin Kow, Yao Hao Teo, Lorraine Hui En Tan, Ahmad Bin Hanifah Marican Abdurrahman, Nicholas Wei Sheng Quek, Kishore Prakash, Clarissa Wei Shuen Cheong, Xiu Hui Tan, Wei Qiang Lim, Jiaxuan Wu, Laura Hui Shuen Tan, Kuang Teck Tay, Annelissa Chin, Ying Pin Toh, Stephen Mason & Lalit Kumar Radha Krishna. (2020) Nurturing professionalism in medical schools. A systematic scoping review of training curricula between 1990–2019. Medical Teacher 42:6, pages 636-649.
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Robyn Preston, Monica Gratani, Kimberley Owens, Poornima Roche, Monika Zimanyi & Bunmi Malau-Aduli. (2020) Exploring the Impact of Assessment on Medical Students’ Learning. Assessment & Evaluation in Higher Education 45:1, pages 109-124.
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Brent Thoma, Alison Turnquist, Fareen Zaver, Andrew K. Hall & Teresa M. Chan. (2019) Communication, learning and assessment: Exploring the dimensions of the digital learning environment. Medical Teacher 41:4, pages 385-390.
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Ronald M. Harden & Pat Lilley. (2018) Best practice for assessment. Medical Teacher 40:11, pages 1088-1090.
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