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Amir H. Sam, Michael D. Reid, Viral Thakerar, Mark Gurnell, Rachel Westacott, Malcolm W. R. Reed & Celia A. Brown. (2021) National inter-rater agreement of standardised simulated-patient-based assessments. Medical Teacher 43:3, pages 341-346.
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Mario Veen & Anna T. Cianciolo. (2020) Problems No One Looked For: Philosophical Expeditions into Medical Education. Teaching and Learning in Medicine 32:3, pages 337-344.
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Simon M. Breil, Boris Forthmann, Anike Hertel-Waszak, Helmut Ahrens, Britta Brouwer, Eva Schönefeld, Bernhard Marschall & Mitja D. Back. (2020) Construct validity of multiple mini interviews – Investigating the role of stations, skills, and raters using Bayesian G-theory. Medical Teacher 42:2, pages 164-171.
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Kevin W. Eva, Catherine Macala & Bruce Fleming. (2019) Twelve tips for constructing a multiple mini-interview. Medical Teacher 41:5, pages 510-516.
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Natasha Cleaton, Peter Yeates & Gareth McCray. (2018) Exploring the relationship between examiners’ memories for performances, domain separation and score variability. Medical Teacher 40:11, pages 1159-1165.
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Debra Pugh, Samantha Halman, Isabelle Desjardins, Susan Humphrey-Murto & Timothy J. Wood. (2016) Done or Almost Done? Improving OSCE Checklists to Better Capture Performance in Progress Tests. Teaching and Learning in Medicine 28:4, pages 406-414.
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Articles from other publishers (36)
Thun How Ong, Hwee Kuan Ong, Adrian Chan, Dujeepa D. Samarasekera & Cees Van der Vleuten. (2024) Micro CEX vs Mini CEX: Less can be more. The Asia Pacific Scholar 9:1, pages 3-19.
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Walter Tavares, Benjamin Kinnear, Daniel J. Schumacher & Milena Forte. (2023) “Rater training” re-imagined for work-based assessment in medical education. Advances in Health Sciences Education 28:5, pages 1697-1709.
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Jacob Pearce, Neville Chiavaroli & Walter Tavares. (2023) On the use and abuse of metaphors in assessment. Advances in Health Sciences Education 28:4, pages 1333-1345.
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Matt Sibbald, Nicole Last, Amy Keuhl, Arden Azim, Urmi Sheth, Faran Khalid, Farhan Banji, Aaron Geekie‐Sousa, Derya Uzelli Yilmaz & Sandra Monteiro. (2023) Challenges facing standardised patients representing equity‐deserving groups: Insights from health care educators. Medical Education.
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Sarah Hyde, Christine Fessey, Katharine Boursicot, Rhoda MacKenzie & Deirdre McGrath. (2022) OSCE rater cognition – an international multi-centre qualitative study. BMC Medical Education 22:1.
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Pilar Robinson Gonzalez, Bridget Paravattil & Kyle John Wilby. (2022) Mental effort in the assessment of critical reflection: Implications for assessment quality and scoring. Currents in Pharmacy Teaching and Learning 14:7, pages 830-834.
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Yusuf Yilmaz, Alma Jurado Nunez, Ali Ariaeinejad, Mark Lee, Jonathan Sherbino & Teresa M Chan. (2022) Harnessing Natural Language Processing to Support Decisions Around Workplace-Based Assessment: Machine Learning Study of Competency-Based Medical Education. JMIR Medical Education 8:2, pages e30537.
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Peter Yeates, Alice Moult, Natalie Cope, Gareth McCray, Richard Fuller & Robert McKinley. (2022) Determining influence, interaction and causality of contrast and sequence effects in objective structured clinical exams. Medical Education 56:3, pages 292-302.
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John Q. Young. 2022. Graduate Medical Education in Psychiatry. Graduate Medical Education in Psychiatry
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Kyle John Wilby & Bridget Paravattil. (2021) Cognitive load theory: Implications for assessment in pharmacy education. Research in Social and Administrative Pharmacy 17:9, pages 1645-1649.
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Jean-Yin Tan, Irene W.Y. Ma, Julie A. Hunt, Grace P.S. Kwong, Robin Farrell, Catriona Bell & Emma K Read. (2021) Video Recording in Veterinary Medicine OSCEs: Feasibility and Inter-rater Agreement between Live Performance Examiners and Video Recording Reviewing Examiners. Journal of Veterinary Medical Education 48:4, pages 485-491.
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John Q. Young, Jason R. Frank & Eric S. Holmboe. (2021) Advancing Workplace-Based Assessment in Psychiatric Education. Psychiatric Clinics of North America 44:2, pages 317-332.
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Aileen Faherty, Tim Counihan, Thomas Kropmans & Yvonne Finn. (2020) Inter-rater reliability in clinical assessments: do examiner pairings influence candidate ratings?. BMC Medical Education 20:1.
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John Q. YoungRebekah SugarmanJessica SchwartzPatricia S. O’Sullivan. (2020) Faculty and Resident Engagement With a Workplace-Based Assessment Tool: Use of Implementation Science to Explore Enablers and Barriers. Academic Medicine 95:12, pages 1937-1944.
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Walter Tavares, Paula Rowland, Damon Dagnone, Laura A. McEwen, Stephen Billett & Matthew Sibbald. (2020) Translating outcome frameworks to assessment programmes: Implications for validity. Medical Education 54:10, pages 932-942.
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Walter Tavares, Ayelet Kuper, Kulamakan Kulasegaram & Cynthia Whitehead. (2019) The compatibility principle: on philosophies in the assessment of clinical competence. Advances in Health Sciences Education 25:4, pages 1003-1018.
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Brandon Tong, Megan St John, Emily Li & Kerry Wilbur. (2020) Could interprofessional education assessment in workplace learning be streamlined?. Journal of Interprofessional Education & Practice 19, pages 100321.
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Walter TavaresMeredith YoungGeneviève GauthierChristina St-Onge. (2020) The Effect of Foregrounding Intended Use on Observers’ Ratings and Comments in the Assessment of Clinical Competence. Academic Medicine 95:5, pages 777-785.
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Andrea Gingerich. (2020) The Reliability of Rater Variability. Journal of Graduate Medical Education 12:2, pages 159-161.
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Irene W. Y. Ma, Janeve Desy, Michael Y. Woo, Andrew W. Kirkpatrick & Vicki E. Noble. (2020) Consensus-Based Expert Development of Critical Items for Direct Observation of Point-of-Care Ultrasound Skills. Journal of Graduate Medical Education 12:2, pages 176-184.
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R. Stephen Manuel, Lesley Dickens & Kathleen Young. (2019) Qualitative Analysis of Multiple Mini Interview Interviewer Comments. Medical Science Educator 29:4, pages 941-945.
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Andrea Gingerich & Peter Yeates. (2019) The mental workload of conducting research in assessor cognition. Perspectives on Medical Education 8:6, pages 315-316.
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Bridget Paravattil & Kyle John Wilby. (2019) Optimizing assessors’ mental workload in rater-based assessment: a critical narrative review. Perspectives on Medical Education 8:6, pages 339-345.
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John Q. YoungRebekah SugarmanEric HolmboePatricia S. O'Sullivan. (2019) Advancing Our Understanding of Narrative Comments Generated by Direct Observation Tools: Lessons From the Psychopharmacotherapy-Structured Clinical Observation. Journal of Graduate Medical Education 11:5, pages 570-579.
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Annabel K. Frank, Patricia O’Sullivan, Lynnea M. Mills, Virginie Muller-Juge & Karen E. Hauer. (2019) Clerkship Grading Committees: the Impact of Group Decision-Making for Clerkship Grading. Journal of General Internal Medicine 34:5, pages 669-676.
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Laura M. Naismith, Jeffrey J.H. Cheung, Matthew Sibbald, Walter Tavares, Rodrigo B. Cavalcanti, Faizal A. Haji & Kristin L. Fraser. 2019. Clinical Simulation. Clinical Simulation
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Kinga L. Eliasz, Tavinder K. Ark, Michael W. Nick, Grace M. Ng, Sondra Zabar & Adina L. Kalet. (2018) Capturing Entrustment: Using an End-of-Training Simulated Workplace to Assess the Entrustment of Near-graduating Medical Students from Multiple Perspectives. Medical Science Educator 28:4, pages 739-747.
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John Q. Young, David M. Irby, Martin Kusz & Patricia S. O’Sullivan. (2018) Performance Assessment of Pharmacotherapy: Results from a Content Validity Survey of the Psychopharmacotherapy-Structured Clinical Observation (P-SCO) Tool. Academic Psychiatry 42:6, pages 765-772.
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Andrea Gingerich, Edward Schokking & Peter Yeates. (2018) Comparatively salient: examining the influence of preceding performances on assessors’ focus and interpretations in written assessment comments. Advances in Health Sciences Education 23:5, pages 937-959.
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Walter TavaresAlexander SadowskiKevin W. Eva. (2018) Asking for Less and Getting More: The Impact of Broadening a Rater’s Focus in Formative Assessment. Academic Medicine 93:10, pages 1584-1590.
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Courtney J. Lloyd, Melissa R. Alexander & Adam B. Wilson. (2018) How Much Is Too Much? Imposed and Perceived Evaluative Demands Among Physician Educators. Medical Science Educator 28:3, pages 543-551.
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H. Barrett Fromme, Michael S. Ryan, Alix Darden, Donna M. D'Alessandro, Leora Mogilner, Steve Paik & Teri L. Turner. (2018) Top Medical Education Studies of 2016: A Narrative Review. Academic Pediatrics 18:5, pages 485-492.
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Kevin W. Eva. (2018) Cognitive influences on complex performance assessment: Lessons from the interplay between medicine and psychology.. Journal of Applied Research in Memory and Cognition 7:2, pages 177-188.
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Jennifer R. Kogan, Rose Hatala, Karen E. Hauer & Eric Holmboe. (2017) Guidelines: The do’s, don’ts and don’t knows of direct observation of clinical skills in medical education. Perspectives on Medical Education 6:5, pages 286-305.
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Andrea Gingerich, Susan E. Ramlo, Cees P. M. van der Vleuten, Kevin W. Eva & Glenn Regehr. (2016) Inter-rater variability as mutual disagreement: identifying raters’ divergent points of view. Advances in Health Sciences Education 22:4, pages 819-838.
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Geneviève Gauthier, Christina St-Onge & Walter Tavares. (2016) Rater cognition: review and integration of research findings. Medical Education 50:5, pages 511-522.
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