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Medical Teacher Volume 33, 2011 - Issue 3
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Commentary

Ottawa 2010 Conference – Consensus Statements and Recommendations

S. Barry Issenberg University of Miami Miller School of Medicine, USA; S. BARRY ISSENBERG, MD, FACP, is the Michael S. Gordon Professor of Medicine and Assistant Director of the Gordon Center for Research in Medical Education at the University of Miami Miller School of Medicine. His career focus has been in the development, implementation and evaluation of simulation-based training systems. Dr. Issenberg also Chairs the Topic Review Group on Simulation for the Best Evidence Medical Education (BEME) collaboration.Correspondence[email protected]
Pages 181-182 | 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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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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Ronald M. Harden & Pat Lilley. (2018) Best practice for assessment. Medical Teacher 40:11, pages 1088-1090.
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Articles from other publishers (2)

Sandra Kemp, Viktoria C. T. Goddard, Katharine Boursicot, Richard Fuller & Vishna Devi Nadarajah. (2023) Supporting validity: steps to contextualise applications for technology and assessment, for learning. MedEdPublish 13, pages 37.
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Maria Beatriz Machado, Diego Lima Ribeiro & Marco Antonio de Carvalho Filho. (2022) Social justice in medical education: inclusion is not enough—it’s just the first step. Perspectives on Medical Education 11:4, pages 187-195.
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