Citations (52)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (1)
Christopher Yi Wen Chan, Min Yi Sum, Wee Shiong Lim, Nicholas Wuen Ming Chew, Dujeepa D. Samarasekera & Kang Sim. (2016) Adoption and correlates of Postgraduate Hospital Educational Environment Measure (PHEEM) in the evaluation of learning environments – A systematic review. Medical Teacher 38:12, pages 1248-1255.
Read now
Read now
Articles from other publishers (51)
Neetha J. Erumeda, Louis S. Jenkins & Ann Z. George. (2023) Workplace-based learning opportunities in a South African family medicine training programme. African Journal of Primary Health Care & Family Medicine 15:1.
Crossref
Crossref
Leslie Martin, Sarah Blissett, Bronte Johnston, Michael Tsang, Stephen Gauthier, Zeeshan Ahmed & Matthew Sibbald. (2022) How workplace‐based assessments guide learning in postgraduate education: A scoping review. Medical Education 57:5, pages 394-405.
Crossref
Crossref
Elaf Abdulla Almahal, Abrar Abdalfattah Ahmed Osman, Mohamed Elnajid Tahir, Hamdan Zaki Hamdan, Arwa Yahya Gaddal, Omer Tagelsir Abdall Alkhidir & Hosam Eldeen Elsadig Gasmalla. (2023) Fostering formative assessment: teachers’ perception, practice and challenges of implementation in four Sudanese medical schools, a mixed-method study. BMC Medical Education 23:1.
Crossref
Crossref
Alice Stephan, Gary Cheung & Cees van der Vleuten. (2022) Entrustable Professional Activities and Learning: The Postgraduate Trainee Perspective. Academic Psychiatry 47:2, pages 134-142.
Crossref
Crossref
SaurabhRamBihariLal Shrivastava & GandesRetno Rahayu. (2023) Measuring what matters: Decoding the long-term impact of assessment methods in medical education. Archives of Medicine and Health Sciences 11:2, pages 284.
Crossref
Crossref
Hosam Eldeen Elsadig Gasmalla. 2023. Written Assessment in Medical Education. Written Assessment in Medical Education
1
15
.
Justin J. Mowchun & Claire Hogue Davila. (2022) How Am I Doing in Small Group? Student Perceptions of Feedback in Case-Based Learning Sessions. Medical Science Educator 32:6, pages 1487-1493.
Crossref
Crossref
Kayla M. Marcotte, Amy L. Holmstrom, Angela E. Thelen, Rebecca Gates, Brian C. George & Andrew E. Krumm. (2022) Opportunities to Increase Workplace Feedback: A Multi-institutional Examination. Journal of Surgical Education 79:6, pages e124-e129.
Crossref
Crossref
Ann S. O. Lee, Christopher Donoff & Shelley Ross. (2022) Using Learning Analytics to Examine Differences in Assessment Forms From Continuous Versus Episodic Supervisors of Family Medicine Residents. Journal of Graduate Medical Education 14:5, pages 606-612.
Crossref
Crossref
Martha P. Seagrave, Lynn Foster-Johnson, John B. Waits, Katherine Margo & Shou Ling Leong. (2022) Enhancing Examination Success: the Cumulative Benefits of Self-Assessment Questions and Virtual Patient Cases. Medical Science Educator 32:5, pages 985-993.
Crossref
Crossref
Eva K. Hennel, Andrea Trachsel, Ulrike Subotic, Andrea C. Lörwald, Sigrid Harendza & Sören Huwendiek. (2022) How does multisource feedback influence residency training? A qualitative case study. Medical Education 56:6, pages 660-669.
Crossref
Crossref
Shamsiah Banu MOHAMAD HANEFAR, Nusrat ANNY & Sajedur RAHMAN. (2022) Enhancing teaching and learning in higher education through formative assessment: Teachers’ PerceptionsEnhancing teaching and learning in higher education through formative assessment: Teachers’ Perceptions. International Journal of Assessment Tools in Education 9:1, pages 61-79.
Crossref
Crossref
Stephanie Long, Charo Rodriguez, Christina St-Onge, Pierre-Paul Tellier, Nazi Torabi & Meredith Young. (2021) Factors affecting perceived credibility of assessment in medical education: A scoping review. Advances in Health Sciences Education 27:1, pages 229-262.
Crossref
Crossref
Ricarda Micallef & Reem Kayyali. (2022) Interviews with Global Pharmacists and Healthcare Professionals in Great Britain to Establish Personal Experiences around Professional Development Activity. Pharmacy 10:1, pages 7.
Crossref
Crossref
Mae Al Dossari & Ahmed Ammar. 2022. Learning and Career Development in Neurosurgery. Learning and Career Development in Neurosurgery
387
403
.
Fedde Scheele & Angelique Goverde. 2021. The EBCOG Postgraduate Textbook of Obstetrics & Gynaecology. The EBCOG Postgraduate Textbook of Obstetrics & Gynaecology
539
543
.
Lonneke H. Schellekens, Harold G.J. Bok, Lubberta H. de Jong, Marieke F. van der Schaaf, Wim D.J. Kremer & Cees P.M. van der Vleuten. (2021) A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL). Studies in Educational Evaluation 71, pages 101094.
Crossref
Crossref
Fatemeh A. Amir Rad, Farah Otaki, Reem AlGurg, Erum Khan & Dave Davis. (2020) A qualitative study of trainer and trainee perceptions and experiences of clinical assessment in post‐graduate dental training. European Journal of Dental Education 25:2, pages 215-224.
Crossref
Crossref
Cecilia M. Dai, Kaitlyn Bertram & Saad Chahine. (2021) Feedback Credibility in Healthcare Education: a Systematic Review and Synthesis. Medical Science Educator 31:2, pages 923-933.
Crossref
Crossref
Jordan A. McDonaldCindy J. LaiMatthew Y.C. LinPatricia S. O’SullivanKaren E. Hauer. (2020) “There Is a Lot of Change Afoot”: A Qualitative Study of Faculty Adaptation to Elimination of Tiered Grades With Increased Emphasis on Feedback in Core Clerkships. Academic Medicine 96:2, pages 263-270.
Crossref
Crossref
Catherine Buckley, Sreeja Natesan, Adam Breslin & Michael Gottlieb. (2020) Finessing Feedback: Recommendations for Effective Feedback in the Emergency Department. Annals of Emergency Medicine 75:3, pages 445-451.
Crossref
Crossref
Jaime L. Pacifico, Julie Anne S. Villanueva, Sylvia Heeneman & Cees van der Vleuten. (2020) How perceptions of residents toward assessment influence learning: A qualitative study. The Asia Pacific Scholar 5:1, pages 46-53.
Crossref
Crossref
Alka Rawekar, SonaliG Choudhari, Vedprakash Mishra & Sunita Vagha. (2020) Formative assessment in practical for Indian postgraduates in health professions education: A strategic initiative towards competency-based education. Journal of Family Medicine and Primary Care 9:7, pages 3399.
Crossref
Crossref
Marianne Brouwers, Chris van Weel, Roland Laan & Evelyn van Weel-Baumgarten. (2018) Training Undergraduates Skills in Breaking Bad News: How Students Value Educators’ Feedback. Journal of Cancer Education 34:6, pages 1103-1106.
Crossref
Crossref
James Rassos, Lindsay J. Melvin, Daniel Panisko, Kulamakan Kulasegaram & Ayelet Kuper. (2019) Unearthing Faculty and Trainee Perspectives of Feedback in Internal Medicine: the Oral Case Presentation as a Model. Journal of General Internal Medicine 34:10, pages 2107-2113.
Crossref
Crossref
Azadeh Kordestani Moghaddam, Hamid Reza Khankeh, Mohammad Shariati, John Norcini & Mohammad Jalili. (2019) Educational impact of assessment on medical students’ learning at Tehran University of Medical Sciences: a qualitative study. BMJ Open 9:7, pages e031014.
Crossref
Crossref
Eva Kipen, Eleanor Flynn & Robyn Woodward-Kron. (2019) Self-regulated learning lens on trainee perceptions of the mini-CEX: a qualitative study. BMJ Open 9:5, pages e026796.
Crossref
Crossref
Catherine E Scarff, Margaret Bearman, Neville Chiavaroli & Steve Trumble. (2019) Trainees’ perspectives of assessment messages: a narrative systematic review. Medical Education 53:3, pages 221-233.
Crossref
Crossref
Jos A. Stigt, Janine H. Koele, Paul L. P. Brand, Debbie A. C. Jaarsma & Irene A. Slootweg. (2018) Workplace mentoring of residents in generic competencies by an independent coach. Perspectives on Medical Education 7:5, pages 337-341.
Crossref
Crossref
Anel Wiese, Caroline Kilty & Deirdre Bennett. (2018) Supervised workplace learning in postgraduate training: a realist synthesis. Medical Education 52:9, pages 951-969.
Crossref
Crossref
Ricarda Micallef & Reem Kayyali. (2018) Factors affecting a face-to-face learning event. International Journal of Pharmacy Practice 26:2, pages 183-190.
Crossref
Crossref
Elizabeth K Berryman, Daniel J Leonard, Andrew R Gray, Ralph Pinnock & Barry Taylor. (2018) Self-Reflected Well-Being via a Smartphone App in Clinical Medical Students: Feasibility Study. JMIR Medical Education 4:1, pages e7.
Crossref
Crossref
Robert Bing-You, Victoria Hayes, Kalli Varaklis, Robert Trowbridge, Heather Kemp & Dina McKelvy. (2017) Feedback for Learners in Medical Education. Academic Medicine 92:9, pages 1346-1354.
Crossref
Crossref
Victor LeeKeira BrainJenepher Martin. (2017) Factors Influencing Mini-CEX Rater Judgments and Their Practical Implications: A Systematic Literature Review. Academic Medicine 92:6, pages 880-887.
Crossref
Crossref
Margaretha H. SagasserCornelia R.M.G. FluitChris van WeelCees P.M. van der VleutenAnneke W.M. Kramer. (2017) How Entrustment Is Informed by Holistic Judgments Across Time in a Family Medicine Residency Program: An Ethnographic Nonparticipant Observational Study. Academic Medicine 92:6, pages 792-799.
Crossref
Crossref
Alice Stephan & Gary Cheung. (2016) Clinical teaching and supervision in postgraduate psychiatry training: the trainee perspective. Australasian Psychiatry 25:2, pages 191-197.
Crossref
Crossref
Shiphra Ginsburg, Cees PM van der Vleuten, Kevin W Eva & Lorelei Lingard. (2017) Cracking the code: residents’ interpretations of written assessment comments. Medical Education 51:4, pages 401-410.
Crossref
Crossref
Liliane PORTELANCE & Josianne CARON. (2018) Logique du stagiaire dans son rapport à l’évaluation. Phronesis 6:4, pages 85-98.
Crossref
Crossref
Damian J. Castanelli, Tanisha Jowsey, Yan Chen & Jennifer M. Weller. (2016) Perceptions of purpose, value, and process of the mini-Clinical Evaluation Exercise in anesthesia trainingPerceptions du but, de la valeur et du processus du mini-Exercice d’évaluation clinique dans la formation en anesthésie. Canadian Journal of Anesthesia/Journal canadien d'anesthésie 63:12, pages 1345-1356.
Crossref
Crossref
Shelley Ross, Nancy Dudek, Samantha Halman & Susan Humphrey-Murto. (2016)
Context, time, and building relationships: bringing
in situ
feedback into the conversation
. Medical Education 50:9, pages 893-895.
Crossref
Crossref
Debra Pugh & Glenn Regehr. (2016) Taking the sting out of assessment: is there a role for progress testing?. Medical Education 50:7, pages 721-729.
Crossref
Crossref
Jonathan Massie & Jason M. Ali. (2015) Workplace-based assessment: a review of user perceptions and strategies to address the identified shortcomings. Advances in Health Sciences Education 21:2, pages 455-473.
Crossref
Crossref
D. A. McGill, C. P. M. van der Vleuten & M. J. Clarke. (2015) Construct validation of judgement-based assessments of medical trainees’ competency in the workplace using a “Kanesian” approach to validation. BMC Medical Education 15:1.
Crossref
Crossref
Janet Lefroy, Chris Watling, Pim W. Teunissen & Paul Brand. (2015) Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education. Perspectives on Medical Education 4:6, pages 284-299.
Crossref
Crossref
Shelley Ross. (2015) Are influential teachers born or can they be taught?. Medical Education 49:11, pages 1058-1060.
Crossref
Crossref
Pim W. Teunissen. (2014) Experience, trajectories, and reifications: an emerging framework of practice-based learning in healthcare workplaces. Advances in Health Sciences Education 20:4, pages 843-856.
Crossref
Crossref
Shalini T. Reddy, Matthew H. Zegarek, H. Barrett Fromme, Michael S. Ryan, Sarah-Anne Schumann & Ilene B. Harris. (2015) Barriers and Facilitators to Effective Feedback: A Qualitative Analysis of Data From Multispecialty Resident Focus Groups. Journal of Graduate Medical Education 7:2, pages 214-219.
Crossref
Crossref
Sylvia Heeneman, Andrea Oudkerk Pool, Lambert W T Schuwirth, Cees P M van der Vleuten & Erik W Driessen. (2015) The impact of programmatic assessment on student learning: theory versus practice. Medical Education 49:5, pages 487-498.
Crossref
Crossref
Jane O'Connell, Glenn Gardner & Fiona Coyer. (2014) Beyond competencies: using a capability framework in developing practice standards for advanced practice nursing. Journal of Advanced Nursing 70:12, pages 2728-2735.
Crossref
Crossref
L. Barry Seltz, Alison Montgomery, J. Lindsey Lane, Jennifer Soep & Janice L. Hanson. (2014) Medical Students’ Experiences Working With Frequently Rotating Pediatric Inpatient Attending Physicians. Hospital Pediatrics 4:4, pages 239-246.
Crossref
Crossref
Richard A. Prayson, S. Beth Bierer & Elaine F. Dannefer. (2014) Perspectives on Learning and Business Plans—More in Common Than Meets the Eye. Journal of Graduate Medical Education 6:1, pages 15-17.
Crossref
Crossref