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Medical Teacher Volume 33, 2011 - Issue 3
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Research Article

Research in assessment: Consensus statement and recommendations from the Ottawa 2010 Conference

Lambert Schuwirth Maastricht University, The Netherlands; LAMBERT SCHUWIRTH, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands.Correspondence[email protected]
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Jerry Colliver Southern Illinois University School of Medicine, USA; JERRY A. COLLIVER, Department of Medical Education, Southern Illinois University School of Medicine USA.
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Larry Gruppen University of Michigan Medical School, USA; LARRY D. GRUPPEN, Department of Medical Education, University of Michigan Medical School, USA.
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Clarence Kreiter University of Iowa Carver College of Medicine, USA; CLARENCE D. KREITER, Department of Family Medicine, University of Iowa Carver College of Medicine, USA.
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Stewart Mennin University of New Mexico School of Medicine, USA/Brasil; STEWART MENNIN, University of New Mexico School of Medicine, Brasil.
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Hirotaka Onishi University of Tokyo, Japan; HIROTAKA ONISHI, International Research Center for Medical Education, University of Tokyo, Japan.
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Louis Pangaro Uniformed Services University, USA; LOUIS N. PANGARO, Department of Medicine, (MED)Uniformed Services University, USA.
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Charlotte Ringsted Rigshospitalet, Denmark; CHARLOTTE RINGSTED, Denmark Rigshospitalet, Denmark.
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David Swanson National Board of Medical Examiners, USA; DAVID B SWANSON, National Board of Medical Examiners, Philadelphia, USA.
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Cees Van Der Vleuten Maastricht University, The Netherlands; CEES VAN DER VLEUTEN, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands.
&
Michaela Wagner-Menghin Medical University of Vienna, Austria; MICHAELA WAGNER-MENGHIN, Department for Medical Education, Medical University of Vienna, Austria.
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Pages 224-233 | Published online: 23 Feb 2011

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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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Ronald M. Harden & Pat Lilley. (2018) Best practice for assessment. Medical Teacher 40:11, pages 1088-1090.
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Kulamakan Kulasegaram, Maria Mylopoulos, Paul Tonin, Stacey Bernstein, Pier Bryden, Marcus Law, Jana Lazor, Richard Pittini, Sanjeev Sockalingam, Glendon R. Tait & Patricia Houston. (2018) The alignment imperative in curriculum renewal. Medical Teacher 40:5, pages 443-448.
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Larry Gruppen, Jason R. Frank, Jocelyn Lockyer, Shelley Ross, M. Dylan Bould, Peter Harris, Farhan Bhanji, Brian D. Hodges, Linda Snell & Olle ten Cate. (2017) Toward a research agenda for competency-based medical education. Medical Teacher 39:6, pages 623-630.
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Ronald M. Harden. (2015) Have we got assessment wrong? Thoughts from the Ottawa Conference and the need for a Pumpkin Plan. Medical Teacher 37:3, pages 209-210.
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Kate A. Cobb, George Brown, Debbie A. D. C. Jaarsma & Richard A. Hammond. (2013) The educational impact of assessment: A comparison of DOPS and MCQs. Medical Teacher 35:11, pages e1598-e1607.
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C. P. M. van der Vleuten, L. W. T. Schuwirth, E. W. Driessen, J. Dijkstra, D. Tigelaar, L. K. J. Baartman & J. van Tartwijk. (2012) A model for programmatic assessment fit for purpose. Medical Teacher 34:3, pages 205-214.
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Shelley Ross, Cheryl-Anne Poth, Michel G. Donoff, Chiara Papile, Paul Humphries, Samantha Stasiuk & Rebecca Georgis. (2012) Involving users in the refinement of the competency-based achievement system: An innovative approach to competency-based assessment. Medical Teacher 34:2, pages e143-e147.
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Benjamin Clarke, Samantha E Smith, Emma Claire Phillips, Ailsa Hamilton, Joanne Kerins & Victoria R Tallentire. (2020) Reliability of assessment of medical students’ non-technical skills using a behavioural marker system: does clinical experience matter?. BMJ Simulation and Technology Enhanced Learning, pages bmjstel-2020-000705.
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Melchor Sánchez Mendiola, Manuel García Minjares, Adrián Martínez González & Enrique Buzo Casanova. (2020) El Examen de Ingreso a la Universidad Nacional Autónoma de México: Evidencias de Validez de una Prueba de Alto Impacto y Gran Escala. Revista Iberoamericana de Evaluación Educativa 13:2, pages 107-128.
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Kulamakan Kulasegaram & Patangi K. Rangachari. (2018) Beyond “formative”: assessments to enrich student learning. Advances in Physiology Education 42:1, pages 5-14.
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A. Chuan, A.S. Wan, C.F. Royse & K. Forrest. (2018) Competency-based assessment tools for regional anaesthesia: a narrative review. British Journal of Anaesthesia 120:2, pages 264-273.
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David W. Fielding & Glenn Regehr. (2017) A Call for an Integrated Program of Assessment. American Journal of Pharmaceutical Education 81:4, pages 77.
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Boaz Shulruf, Tim Wilkinson, Jennifer Weller, Philip Jones & Phillippa Poole. (2016) Insights into the Angoff method: results from a simulation study. BMC Medical Education 16:1.
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R. M. H. G. Jepsen, P. Dieckmann, L. Spanager, H. T. Lyk-Jensen, L. Konge, C. Ringsted & D. Østergaard. (2016) Evaluating structured assessment of anaesthesiologists' non-technical skills. Acta Anaesthesiologica Scandinavica 60:6, pages 756-766.
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S. Barry Issenberg & Ross J. Scalese. (2014) Five Tips for a Successful Submission on Simulation-Based Medical Education. Journal of Graduate Medical Education 6:4, pages 623-625.
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Richard J Hift. (2014) Should essays and other “open-ended”-type questions retain a place in written summative assessment in clinical medicine?. BMC Medical Education 14:1.
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Larry D Gruppen. (2014) Humility and respect: core values in medical education. Medical Education 48:1, pages 53-58.
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Lene Spanager, Randi Beier-Holgersen, Peter Dieckmann, Lars Konge, Jacob Rosenberg & Doris Oestergaard. (2013) Reliable assessment of general surgeons' non-technical skills based on video-recordings of patient simulated scenarios. The American Journal of Surgery 206:5, pages 810-817.
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Boaz Shulruf, Rolf Turner, Phillippa Poole & Tim Wilkinson. (2012) The Objective Borderline method (OBM): a probability-based model for setting up an objective pass/fail cut-off score in medical programme assessments. Advances in Health Sciences Education 18:2, pages 231-244.
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Francois J Cilliers, Lambert WT Schuwirth & Cees PM van der Vleuten. (2012) A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context. BMC Medical Education 12:1.
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Valérie Dory, Robert Gagnon, Dominique Vanpee & Bernard Charlin. (2012) How to construct and implement script concordance tests: insights from a systematic review. Medical Education 46:6, pages 552-563.
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Bunmi S. Malau-Aduli, Justin Walls & Craig Zimitat. (2012) Validity, Reliability and Equivalence of Parallel Examinations in a University Setting. Creative Education 03:06, pages 923-930.
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Peter Dieckmann, James C. Phero, S. Barry Issenberg, Suzie Kardong-Edgren, Doris Østergaard & Charlotte Ringsted. (2011) The First Research Consensus Summit of the Society for Simulation In Healthcare. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 6:7, pages S1-S9.
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Thierry Pelaccia, Valérie Dory & Jean-François Denef. (2011) La recherche en éducation médicale : état des lieux, perspectives et rôle de la Société internationale francophone d’éducation médicale (SIFEM). Pédagogie Médicale 12:3, pages 139-148.
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