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Doreen M. Olvet, Jeffrey B. Bird, Tracy B. Fulton, Marieke Kruidering, Klara K. Papp, Kelli Qua, Joanne M. Willey & Judith M. Brenner. (2023) A Multi-institutional Study of the Feasibility and Reliability of the Implementation of Constructed Response Exam Questions. Teaching and Learning in Medicine 35:5, pages 609-622.
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J. Cleland, J. Blitz, K. B. J. M. Cleutjens, M. G. A. oude Egbrink, S. Schreurs & F. Patterson. (2023) Robust, defensible, and fair: The AMEE guide to selection into medical school: AMEE Guide No. 153. Medical Teacher 45:10, pages 1071-1084.
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Judith M. Brenner, Tracy B. Fulton, Marieke Kruidering, Jeffrey B. Bird, Joanne Willey, Kelli Qua & Doreen M. Olvet. (2023) What have we learned about constructed response short-answer questions from students and faculty? A multi-institutional study. Medical Teacher 0:0, pages 1-10.
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Walter Tavares & Jacob Pearce. (2023) Attending to Variable Interpretations of Assessment Science and Practice. Teaching and Learning in Medicine 0:0, pages 1-9.
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Juuso Henrik Nieminen. (2023) A spanner in the works: the portrayal of disabled students in assessment adjustment research. International Studies in Sociology of Education 32:1, pages 30-55.
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Tim Fawns & Sven Schaepkens. (2022) A Matter of Trust: Online Proctored Exams and the Integration of Technologies of Assessment in Medical Education. Teaching and Learning in Medicine 34:4, pages 444-453.
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Nyoli Valentine, Steven J. Durning, Ernst Michael Shanahan, Cees van der Vleuten & Lambert Schuwirth. (2022) The pursuit of fairness in assessment: Looking beyond the objective. Medical Teacher 44:4, pages 353-359.
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Tim Fawns, Tamara Mulherin, Dai Hounsell & Gillian Aitken. (2021) Seamful learning and professional education. Studies in Continuing Education 43:3, pages 360-376.
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Alice Moult, Robert K. McKinley & Peter Yeates. (2021) Understanding patient involvement in judging students’ communication skills in OSCEs. Medical Teacher 43:9, pages 1070-1078.
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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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Matt Homer & Jen Russell. (2021) Conjunctive standards in OSCEs: The why and the how of number of stations passed criteria. Medical Teacher 43:4, pages 448-455.
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Aubrie Swan Sein, Hanin Rashid, Jennifer Meka, Jonathan Amiel & William Pluta. (2021) Twelve tips for embedding assessment for and as learning practices in a programmatic assessment system. Medical Teacher 43:3, pages 300-306.
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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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Teresa M. Chan, Stefanie S. Sebok-Syer, Christopher Sampson & Sandra Monteiro. (2020) The Quality of Assessment of Learning (Qual) Score: Validity Evidence for a Scoring System Aimed at Rating Short, Workplace-Based Comments on Trainee Performance. Teaching and Learning in Medicine 32:3, pages 319-329.
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William B. Cutrer, Regina G. Russell, Mario Davidson & Kimberly D. Lomis. (2020) Assessing medical student performance of Entrustable Professional Activities: A mixed methods comparison of Co-Activity and Supervisory Scales. Medical Teacher 42:3, pages 325-332.
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Sarah Berger, Benedict Whelan, Cornelia Mahler, Joachim Szecsenyi & Katja Krug. (2019) Encountering complexity in collaborative learning activities: an exploratory case study with undergraduate health professionals. Journal of Interprofessional Care 33:5, pages 490-496.
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Kyle John Wilby, Marjan Govaerts, Zubin Austin & Diana Dolmans. (2019) Discriminating Features of Narrative Evaluations of Communication Skills During an OSCE. Teaching and Learning in Medicine 31:3, pages 298-306.
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Debra Pugh, André De Champlain & Claire Touchie. (2019) Plus ça change, plus c’est pareil: Making a continued case for the use of MCQs in medical education. Medical Teacher 41:5, pages 569-577.
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Chris Roberts, Tim J. Wilkinson, John Norcini, Fiona Patterson & Brian D. Hodges. (2019) The intersection of assessment, selection and professionalism in the service of patient care. Medical Teacher 41:3, pages 243-248.
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Ming Lee & Michelle Vermillion. (2018) Comparative values of medical school assessments in the prediction of internship performance. Medical Teacher 40:12, pages 1287-1292.
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Anne O’Connor, Peter Cantillon, Oliver McGarr & Arlene McCurtin. (2018) Navigating the system: Physiotherapy student perceptions of performance-based assessment. Medical Teacher 40:9, pages 928-933.
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Daniel J. Schumacher, Catherine Michelson, Sue Poynter, Michelle M. Barnes, Su-Ting T. Li, Natalie Burman, Daniel J. Sklansky, Lynn Thoreson, Sharon Calaman, Beth King, Alan Schwartz, Sean Elliott, Tanvi Sharma, Javier Gonzalez del Rey, Kathleen Bartlett, Shannon E. Scott-Vernaglia, Kathleen Gibbs, Jon F. McGreevy, Lynn C. Garfunkel, Caren Gellin & John G. Frohna. (2018) Thresholds and interpretations: How clinical competency committees identify pediatric residents with performance concerns. Medical Teacher 40:1, pages 70-79.
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Josef Bartels, Christopher John Mooney & Robert Thompson Stone. (2017) Numerical versus narrative: A comparison between methods to measure medical student performance during clinical clerkships. Medical Teacher 39:11, pages 1154-1158.
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Jocelyn Lockyer, Carol Carraccio, Ming-Ka Chan, Danielle Hart, Sydney Smee, Claire Touchie, Eric S. Holmboe & Jason R. Frank. (2017) Core principles of assessment in competency-based medical education. Medical Teacher 39:6, pages 609-616.
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Peter Harris, Farhan Bhanji, Maureen Topps, Shelley Ross, Steven Lieberman, Jason R. Frank, Linda Snell & Jonathan Sherbino. (2017) Evolving concepts of assessment in a competency-based world. Medical Teacher 39:6, pages 603-608.
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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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Jocelyn Lockyer, Ford Bursey, Denyse Richardson, Jason R. Frank, Linda Snell & Craig Campbell. (2017) Competency-based medical education and continuing professional development: A conceptualization for change. Medical Teacher 39:6, pages 617-622.
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Kimberly D. Lomis, Regina G. Russell, Mario A. Davidson, Amy E. Fleming, Cathleen C. Pettepher, William B. Cutrer, Geoffrey M. Fleming & Bonnie M. Miller. (2017) Competency milestones for medical students: Design, implementation, and analysis at one medical school. Medical Teacher 39:5, pages 494-504.
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Subha Ramani, Sarah E. Post, Karen Könings, Karen Mann, Joel T. Katz & Cees van der Vleuten. (2017) “It's Just Not the Culture”: A Qualitative Study Exploring Residents' Perceptions of the Impact of Institutional Culture on Feedback. Teaching and Learning in Medicine 29:2, pages 153-161.
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Matt Homer & Jonathan C. Darling. (2016) Setting standards in knowledge assessments: Comparing Ebel and Cohen via Rasch. Medical Teacher 38:12, pages 1267-1277.
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Walter Tavares, Shiphra Ginsburg & Kevin W. Eva. (2016) Selecting and Simplifying: Rater Performance and Behavior When Considering Multiple Competencies. Teaching and Learning in Medicine 28:1, pages 41-51.
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Godfrey Pell, Matt Homer & Richard Fuller. (2015) Investigating disparity between global grades and checklist scores in OSCEs. Medical Teacher 37:12, pages 1106-1113.
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Cynthia R. Whitehead, Ayelet Kuper, Brian Hodges & Rachel Ellaway. (2015) Conceptual and practical challenges in the assessment of physician competencies. Medical Teacher 37:3, pages 245-251.
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Nancy Dudek & Suzan Dojeiji. (2014) Twelve tips for completing quality in-training evaluation reports. Medical Teacher 36:12, pages 1038-1042.
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Jeppe Thue Jensen, Lars Konge, Ann Møller, Pernille Hornslet & Peter Vilmann. (2014) Endoscopy nurse-administered propofol sedation performance. Development of an assessment tool and a reliability testing model. Scandinavian Journal of Gastroenterology 49:8, pages 1014-1019.
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Val Wass. (2014) Rating clinical competency—what can we realistically ask of our assessors?. Education for Primary Care 25:6, pages 319-320.
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Walter Tavares & Kevin W Eva. (2014) Impact of rating demands on rater-based assessments of clinical competence. Education for Primary Care 25:6, pages 308-318.
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Navdeep S. Sidhu & Simon Fleming. Re-examining single-moment-in-time high-stakes examinations in specialist training: A critical narrative review. Medical Teacher 0:0, pages 1-9.
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