Citations (80)
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Liesbeth Baartman, Hanneke Baukema & Frans Prins. (2023) Exploring students’ feedback seeking behavior in the context of programmatic assessment. Assessment & Evaluation in Higher Education 48:5, pages 598-612.
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Dario Torre, Lambert Schuwirth, Cees Van der Vleuten & Sylvia Heeneman. (2022) An international study on the implementation of programmatic assessment: Understanding challenges and exploring solutions. Medical Teacher 44:8, pages 928-937.
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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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Dario M. Torre, L. W. T. Schuwirth & C. P. M. Van der Vleuten. (2020) Theoretical considerations on programmatic assessment. Medical Teacher 42:2, pages 213-220.
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Lubberta H. de Jong, Harold G. J. Bok, Wim D. J. Kremer & Cees P. M. van der Vleuten. (2019) Programmatic assessment: Can we provide evidence for saturation of information?. Medical Teacher 41:6, pages 678-682.
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Tim J Wilkinson & Michael J Tweed. (2018) Deconstructing programmatic assessment. Advances in Medical Education and Practice 9, pages 191-197.
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Janica Jamieson, Gemma Jenkins, Shelley Beatty & Claire Palermo. (2017) Designing programmes of assessment: A participatory approach. Medical Teacher 39:11, pages 1182-1188.
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Nele R.M. Michels, Marijke Avonts, Griet Peeraer, Kris Ulenaers, Luc F. Van Gaal, Leo L. Bossaert, Erik W. Driessen, Arno M.M. Muijtjens & Benedicte Y. De Winter. (2016) Content validity of workplace-based portfolios: A multi-centre study. Medical Teacher 38:9, pages 936-945.
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C.P.M. Van Der Vleuten, L.W.T. Schuwirth, E.W. Driessen, M.J.B. Govaerts & S. Heeneman. (2015) Twelve Tips for programmatic assessment. Medical Teacher 37:7, pages 641-646.
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Yoyo Suhoyo, Johanna Schönrock-Adema, Gandes Retno Rahayu, Jan B. M. Kuks & Janke Cohen-Schotanus. (2014) Meeting international standards: A cultural approach in implementing the mini-CEX effectively in Indonesian clerkships. Medical Teacher 36:10, pages 894-902.
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Erik Driessen & Fedde Scheele. (2013) What is wrong with assessment in postgraduate training? Lessons from clinical practice and educational research. Medical Teacher 35:7, pages 569-574.
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Ivanna Natasha MaxsonErik SuKyle A. BrownM. Hossein TcharmtchiSarah GinsburgVidit BhargavaJesse WengerGabriela I. CentersKiyetta H. AladeStephanie K. LeungSharada H. GowdaSaul FloresAlan RileySatid Thammasitboon. (2023) A Program of Assessment Model for Point-of-Care Ultrasound Training for Pediatric Critical Care Providers: A Comprehensive Approach to Enhance Competency-Based Point-of-Care Ultrasound Training. Pediatric Critical Care Medicine 24:11, pages e511-e519.
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Stacy M. Goins, Robert J. French & Jonathan G. Martin. (2023) The Use of Structured Oral Exams for the Assessment of Medical Students in their Radiology Clerkship. Current Problems in Diagnostic Radiology 52:5, pages 330-333.
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Daniel Staudenmann, Noemi Waldner, Andrea Lörwald & Sören Huwendiek. (2023) Medical specialty certification exams studied according to the Ottawa Quality Criteria: a systematic review. BMC Medical Education 23:1.
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Jessica Greenfield, Kelli Qua, Richard A. Prayson & S. Beth Bierer. (2023) “It Changed How I Think”—Impact of Programmatic Assessment Upon Practicing Physicians: A Qualitative Study. Medical Science Educator 33:4, pages 963-974.
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Dina Qurratu, Yoyo Suhoyo, Artha Budi & Mora Claramita. (2023) Development of a Self-Evaluation Instrument with Programmatic Assessment Components for Undergraduate Medical Students. European Journal of Educational Research 12:2, pages 649-662.
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Valérie Dory, Maryam Wagner, Richard Cruess, Sylvia Cruess & Meredith Young. (2023) If we assess, will they learn? Students’ perspectives on the complexities of assessment-for-learning. Canadian Medical Education Journal.
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Iris Lindemann, Julie Ash & Janice Orrell. 2023. Clinical Education for the Health Professions. Clinical Education for the Health Professions
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Derk Bransen, Erik W. Driessen, Dominique M. A. Sluijsmans & Marjan J. B. Govaerts. (2022) How medical students co-regulate their learning in clinical clerkships: a social network study. BMC Medical Education 22:1.
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Lubberta H. de Jong, Harold G. J. Bok, Lonneke H. Schellekens, Wim D. J. Kremer, F. Herman Jonker & Cees P. M. van der Vleuten. (2022) Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-making. BMC Medical Education 22:1.
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Marjan Govaerts, Cees Van der Vleuten & Suzanne Schut. (2022) Implementation of Programmatic Assessment: Challenges and Lessons Learned. Education Sciences 12:10, pages 717.
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Liesbeth Baartman, Tamara van Schilt-Mol & Cees van der Vleuten. (2022) Programmatic assessment design choices in nine programs in higher education. Frontiers in Education 7.
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Chris Roberts, Priya Khanna, Jane Bleasel, Stuart Lane, Annette Burgess, Kellie Charles, Rosa Howard, Deborah O'Mara, Inam Haq & Timothy Rutzou. (2022) Student perspectives on programmatic assessment in a large medical programme: A critical realist analysis. Medical Education 56:9, pages 901-914.
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Jessica V. RichUlemu LuhangaSue Fostaty YoungNatalie WagnerJ. Damon DagnoneSue ChamberlainLaura A. McEwen. (2022) Operationalizing Programmatic Assessment: The CBME Programmatic Assessment Practice Guidelines. Academic Medicine 97:5, pages 674-678.
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Damian J. Castanelli, Jennifer M. WellerElizabeth MolloyMargaret Bearman. (2022) How Trainees Come to Trust Supervisors in Workplace-Based Assessment: A Grounded Theory Study. Academic Medicine 97:5, pages 704-710.
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Jessica V. Rich, Warren J. Cheung, Lara Cooke, Anna Oswald, Stephen Gauthier & Andrew K. Hall. (2022) Do Resident Archetypes Influence the Functioning of Programs of Assessment?. Education Sciences 12:5, pages 293.
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Joyce M. W. Moonen-van Loon, Marjan Govaerts, Jeroen Donkers & Peter van Rosmalen. (2022) Toward Automatic Interpretation of Narrative Feedback in Competency-Based Portfolios. IEEE Transactions on Learning Technologies 15:2, pages 179-189.
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Lorena Isbej, Cynthia Cantarutti, Javiera Fuentes‐Cimma, Eduardo Fuentes‐López, Uriel Montenegro, Duniel Ortuño, Natacha Oyarzo, Claudia Véliz & Arnoldo Riquelme. (2021) The best mirror of the students' longitudinal performance: Portfolio or structured oral exam assessment at clerkship?. Journal of Dental Education 86:4, pages 383-392.
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Derk Bransen, Marjan J. B. Govaerts, Ernesto Panadero, Dominique M. A. Sluijsmans & Erik W. Driessen. (2021) Putting self‐regulated learning in context: Integrating self‐, co‐, and socially shared regulation of learning. Medical Education 56:1, pages 29-36.
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Derk Bransen, Marjan J. B. Govaerts, Dominique M. A. Sluijsmans, Jeroen Donkers, Piet G. C. Van den Bossche & Erik W. Driessen. (2021) Relationships between medical students’ co-regulatory network characteristics and self-regulated learning: a social network study. Perspectives on Medical Education 11:1, pages 28-35.
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Mora Claramita, Rachmadya Nur Hidayah, Yoyo Suhoyo, Sylvia Mustika, Dina Qurratu Ainin, Nur Afrainin Syah, Diantha Soemantri, Indri Kurniasih, Tri Nur Kristina, Ara Tekian & Cees van der Vleuten. 2022. Challenges and Opportunities in Health Professions Education. Challenges and Opportunities in Health Professions Education
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Lawrence Fulton, Cristian Lieneck, Zo Ramamonjiarivelo, Clemens Scott Kruse & Matthew S. Brooks. (2021) Competency assessment of an undergraduate program using a third-party, objective pre-post examination. BMC Medical Education 21:1.
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Chris Roberts, Priya Khanna, Andrew Stuart Lane, Peter Reimann & Lambert Schuwirth. (2021) Exploring complexities in the reform of assessment practice: a critical realist perspective. Advances in Health Sciences Education 26:5, pages 1641-1657.
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Hannah L. AndersonJoshua KurtzDaniel C. West. (2021) Implementation and Use of Workplace-Based Assessment in Clinical Learning Environments: A Scoping Review. Academic Medicine 96:11S, pages S164-S174.
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Carol CarraccioAbigail MartiniElaine Van MelleDaniel J. Schumacher. (2021) Identifying Core Components of EPA Implementation: A Path to Knowing if a Complex Intervention Is Being Implemented as Intended. Academic Medicine 96:9, pages 1332-1336.
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Marloes van Onna, Sofia Ramiro, Catherine Haines, Mette Holland-Fischer, Jose Antonio Pereira da Silva, Jean Dudler, Chris Edwards, Alessia Alunno, Elena Nikiphorou, Louise Falzon & Francisca Sivera. (2021) EULAR portfolio for Rheumatology training: a EULAR School of Rheumatology initiative. RMD Open 7:2, pages e001684.
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Maria Minerva P. Calimag. 2021. Handbook of Research on Determining the Reliability of Online Assessment and Distance Learning. Handbook of Research on Determining the Reliability of Online Assessment and Distance Learning
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Suzanne Schut, Lauren A. Maggio, Sylvia Heeneman, Jan van Tartwijk, Cees van der Vleuten & Erik Driessen. (2020) Where the rubber meets the road — An integrative review of programmatic assessment in health care professions education. Perspectives on Medical Education 10:1, pages 6-13.
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John Q. Young, Rebekah Sugarman, Jessica Schwartz, Matthew McClure & Patricia S. O’Sullivan. (2020) A mobile app to capture EPA assessment data: Utilizing the consolidated framework for implementation research to identify enablers and barriers to engagement. Perspectives on Medical Education 9:4, pages 210-219.
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Andrea Oudkerk Pool, A. Debbie C. Jaarsma, Erik W. Driessen & Marjan J. B. Govaerts. (2020) Student perspectives on competency-based portfolios: Does a portfolio reflect their competence development?. Perspectives on Medical Education 9:3, pages 166-172.
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Derk Bransen, Marjan J. B. Govaerts, Dominique M. A. Sluijsmans & Erik W. Driessen. (2019) Beyond the self: The role of co‐regulation in medical students’ self‐regulated learning. Medical Education 54:3, pages 234-241.
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Damian J. Castanelli, Jennifer M. Weller, Elizabeth Molloy & Margaret Bearman. (2019) Shadow systems in assessment: how supervisors make progress decisions in practice. Advances in Health Sciences Education 25:1, pages 131-147.
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Janica Jamieson, Claire Palermo, Margaret Hay & Simone Gibson. (2019) Assessment Practices for Dietetics Trainees: A Systematic Review. Journal of the Academy of Nutrition and Dietetics 119:2, pages 272-292.e23.
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Damian J. Castanelli, Joyce M. W. Moonen-van Loon, Brian Jolly & Jennifer M. Weller. (2018) The reliability of a portfolio of workplace-based assessments in anesthesia trainingFiabilité d’un portfolio d’évaluations sur le lieu de travail dans la formation en anesthésie. Canadian Journal of Anesthesia/Journal canadien d'anesthésie 66:2, pages 193-200.
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Marcia Perry, Andrew Linn, Brendan W. Munzer, Laura Hopson, Ambrosya Amlong, Michael Cole & Sally A. Santen. (2018) Programmatic Assessment in Emergency Medicine: Implementation of Best Practices. Journal of Graduate Medical Education 10:1, pages 84-90.
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