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Teaching and Learning in Medicine
An International Journal
Volume 32, 2020 - Issue 3
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Validation

The Quality of Assessment of Learning (Qual) Score: Validity Evidence for a Scoring System Aimed at Rating Short, Workplace-Based Comments on Trainee Performance

Teresa M. ChanDivision of Emergency Medicine, McMaster University, Hamilton, Ontario, Canada; Correspondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-6104-462XView further author information
ORCID Icon,
Stefanie S. Sebok-SyerDepartment of Emergency Medicine, Stanford University, Stanford, California, USA; View further author information
,
Christopher SampsonDepartment of Emergency Medicine, University of Missouri, Columbia, Missouri, USA; ORCID Iconhttp://orcid.org/0000-0002-3254-4569View further author information
ORCID Icon &
Sandra MonteiroHealth Research Methods, Evidence and Impact, McMaster University, Hamilton, Ontario, CanadaORCID Iconhttp://orcid.org/0000-0001-8723-5942View further author information
ORCID Icon
Pages 319-329 | Published online: 04 Feb 2020

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Read on this site (3)

Leslie Carstensen Floren, Amy Louise Pittenger, Olle ten Cate & David M. Irby. (2023) Preliminary evidence for a Tool to Observe the Construction of Knowledge in Interprofessional teams (TOCK–IP). Journal of Interprofessional Care 37:3, pages 410-417.
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Teresa Chan, Anna Oswald, Karen E. Hauer, Holly A. Caretta-Weyer, Markku T. Nousiainen & Warren J. Cheung. (2021) Diagnosing conflict: Conflicting data, interpersonal conflict, and conflicts of interest in clinical competency committees. Medical Teacher 43:7, pages 765-773.
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Natalie McGuire, Anita Acai & Ranil R. Sonnadara. The McMaster Narrative Comment Rating Tool: Development and Initial Validity Evidence. Teaching and Learning in Medicine 0:0, pages 1-13.
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Articles from other publishers (12)

Eugene K Choo, Rob Woods, Mary Ellen Walker, Jennifer M O'Brien & Teresa M Chan. (2023) The Quality of Assessment for Learning score for evaluating written feedback in anesthesiology postgraduate medical education: a generalizability and decision study. Canadian Medical Education Journal.
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Rachel Curtis, Christine C. Moon, Tessa Hanmore, Wilma Hopman & Stephanie Baxter. (2023) Evaluating the effect of assessment form design on the quality of feedback in one Canadian ophthalmology residency program as an early adopter of CBME. Canadian Journal of Ophthalmology 58:4, pages e149-e150.
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Simranjeet Singh, Warren J. Cheung, Sebastian Dewhirst, Timothy J. Wood & Jeffrey M. Landreville. (2023) The influence of clinical coaching teams on quality of entrustable professional activity assessments. AEM Education and Training 7:3.
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Molk Chakroun, Vincent R. Dion, Kathleen Ouellet, Ann Graillon, Valérie Désilets, Marianne Xhignesse & Christina St-Onge. (2023) Quality of Narratives in Assessment: Piloting a List of Evidence-Based Quality Indicators. Perspectives on Medical Education 12:1, pages XX-XX.
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Lorelei Lingard. (2023) Metacommentary: Identifying and Mastering ‘Dear Reader’ Moments. Perspectives on Medical Education 12:1, pages 50-55.
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Heather Braund, Tessa Hanmore, Nancy Dalgarno & Stephanie Baxter. (2022) Using a rapid-cycle approach to evaluate implementation of competency-based medical education in ophthalmology. Canadian Journal of Ophthalmology.
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Jeffrey M. Landreville, Timothy J. Wood, Jason R. Frank & Warren J. Cheung. (2022) Does direct observation influence the quality of workplace‐based assessment documentation?. AEM Education and Training 6:4.
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Yusuf Yilmaz, Kay Wu, Parnian Pardis, Rana Kamhawy, Shawn Mondoux & Teresa M Chan. (2022) What Faculty Want: Academic and Community Emergency Physicians’ Perceptions of Learner Feedback. Cureus.
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Teresa M Chan, Stefanie S Sebok-Syer, Yusuf Yilmaz & Sandra Monteiro. (2022) The Impact of Electronic Data to Capture Qualitative Comments in a Competency-Based Assessment System. Cureus.
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Brian C. Gin, Olle Cate, Patricia S. O'Sullivan, Karen E. Hauer & Christy Boscardin. (2021) Exploring how feedback reflects entrustment decisions using artificial intelligence. Medical Education 56:3, pages 303-311.
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Shelley Ross, Deena Hamza, Rosslynn Zulla, Samantha Stasiuk & Darren Nichols. (2022) Development of and Preliminary Validity Evidence for the EFeCT Feedback Scoring Tool. Journal of Graduate Medical Education 14:1, pages 71-79.
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Brent ThomaRachel H. EllawayTeresa M. Chan. (2021) From Utopia Through Dystopia: Charting a Course for Learning Analytics in Competency-Based Medical Education. Academic Medicine 96:7S, pages S89-S95.
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