Citations (61)
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Kerry Wilbur, Pim W. Teunissen, Fedde Scheele & Erik W. Driessen. (2021) Team member expectations of trainee communicator and collaborator competencies – so shines a good deed in a weary world?. Medical Teacher 43:5, pages 531-537.
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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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Jeremy Branzetti, Michael A. Gisondi, Laura R. Hopson & Linda Regan. (2019) Aiming Beyond Competent: The Application of the Taxonomy of Significant Learning to Medical Education. Teaching and Learning in Medicine 31:4, pages 466-478.
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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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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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Anna Harris & Eleanor Flynn. (2017) Medical education of attention: A qualitative study of learning to listen to sound. Medical Teacher 39:1, pages 79-84.
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Katherine A. Moreau, Kaylee Eady, Jason R. Frank, Stanley J. Hamstra, Anna Karwowska, Aleisha Murnaghan, Catherine M. Pound, Sandy Tse & Mona Jabbour. (2016) A qualitative exploration of which resident skills parents in pediatric emergency departments can assess. Medical Teacher 38:11, pages 1118-1124.
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Articles from other publishers (53)
Helen Toews, Jacob Pearce & Walter Tavares. (2023) Recasting Assessment in Continuing Professional Development as a Person-Focused Activity. Journal of Continuing Education in the Health Professions 43:4S, pages S35-S40.
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Bahar Saberzadeh-Ardestani, Ali Reza Sima, Bardia Khosravi, Meredith Young & Sara Mortaz Hejri. (2023) The impact of prior performance information on subsequent assessment: is there evidence of retaliation in an anonymous multisource assessment system?. Advances in Health Sciences Education.
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Mojan Fazelipour, Amninder Dhatt, Tom Sun, Arwa Nemir & Kerry Wilbur. (2023) Pharmacy Students Practicing Health Advocate Competency Roles in Workplace-Based Training. American Journal of Pharmaceutical Education, pages 100118.
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Chris B. T. Rietmeijer, Suzanne C. M. van Esch, Annette H. Blankenstein, Henriëtte E. van der Horst, Mario Veen, Fedde Scheele & Pim W. Teunissen. (2022) A phenomenology of direct observation in residency: Is Miller's ‘does’ level observable?. Medical Education 57:3, pages 272-279.
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Erin Barbour-Tuck, Thomas Mutter, Jennifer M O'Brien, Linda Girling, Eugene Choo & Jonathan Gamble. (2023) Benchmarking a Canadian anesthesiology resident research program against national norms using a logic model framework: a quality improvement study.. Canadian Medical Education Journal.
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Marnix P.D. Westein, Andries S. Koster, Hester E.M. Daelmans, Carlos F. Collares, Marcel L. Bouvy & Rashmi A. Kusurkar. (2022) Validity evidence for summative performance evaluations in postgraduate community pharmacy education. Currents in Pharmacy Teaching and Learning 14:6, pages 701-711.
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Javeed Sukhera, Cha-Chi FungKulamakan Kulasegaram. (2021) Disruption and Dissonance: Exploring Constructive Tensions Within Research in Medical Education. Academic Medicine 96:11S, pages S1-S5.
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Ahmed Rashid, Samuel Finnikin & Sean Tackett. (2021) Accreditation drives teaching: evidence-based medicine and medical education standards. BMJ Evidence-Based Medicine 26:5, pages 216-218.
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Alan M. Batt, Brett Williams, Madison Brydges, Matthew Leyenaar & Walter Tavares. (2021) New ways of seeing: supplementing existing competency framework development guidelines with systems thinking. Advances in Health Sciences Education 26:4, pages 1355-1371.
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Kori A. LaDonna, Christopher J. Watling, Sayra M. Cristancho & Sarah Burm. (2020) Exploring patients’ and physicians’ perspectives about competent health advocacy. Medical Education 55:4, pages 486-495.
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Elizabeth F. Wenghofer, Robert S. Steele, Richard G. Christiansen & Misti H. Carter. (2021) Evaluation of a High Stakes Physician Competency Assessment: Lessons for Assessor Training, Program Accountability, and Continuous Improvement. Journal of Continuing Education in the Health Professions 41:2, pages 111-118.
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Jody-Anne Mills, James W. Middleton, Alison Schafer, Siobhan Fitzpatrick, Stephanie Short & Alarcos Cieza. (2020) Proposing a re-conceptualisation of competency framework terminology for health: a scoping review. Human Resources for Health 18:1.
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Walter Tavares, Ayelet Kuper, Kulamakan Kulasegaram & Cynthia Whitehead. (2019) The compatibility principle: on philosophies in the assessment of clinical competence. Advances in Health Sciences Education 25:4, pages 1003-1018.
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Stanley I. Innes, Vicki Cope, Charlotte Leboeuf-Yde & Bruce F. Walker. (2019) A perspective on Chiropractic Councils on Education accreditation standards and processes from the inside: a narrative description of expert opinion, part 1: Themes. Chiropractic & Manual Therapies 27:1.
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Sarah Prediger, Sophie Fürstenberg, Pascal O. Berberat, Martina Kadmon & Sigrid Harendza. (2019) Interprofessional assessment of medical students’ competences with an instrument suitable for physicians and nurses. BMC Medical Education 19:1.
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Marrigje E. Duitsman, Cornelia R. M. G. Fluit, Wieke E. van der Goot, Marianne ten Kate-Booij, Jacqueline de Graaf & Debbie A. D. C. Jaarsma. (2019) Judging residents’ performance: a qualitative study using grounded theory. BMC Medical Education 19:1.
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Bridget Paravattil & Kyle John Wilby. (2019) Optimizing assessors’ mental workload in rater-based assessment: a critical narrative review. Perspectives on Medical Education 8:6, pages 339-345.
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Robert P. Favier, Johannes C.M. Vernooij, F. Herman Jonker & Harold G. J. Bok. (2019) Inter-Rater Reliability of Grading Undergraduate Portfolios in Veterinary Medical Education. Journal of Veterinary Medical Education 46:4, pages 415-422.
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Véronique Castonguay, Patrick Lavoie, Philippe Karazivan, Judy Morris & Robert Gagnon. (2019) Perceptions of Emergency Medicine Residents of Multisource Feedback: Different, Relevant, and Useful Information. Annals of Emergency Medicine 74:5, pages 660-669.
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Sarah R. WrightVictoria A. BoydShiphra Ginsburg. (2019) The Hidden Curriculum of Compassionate Care: Can Assessment Drive Compassion?. Academic Medicine 94:8, pages 1164-1169.
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Susan Maureen Docherty-Skippen, Amanda Hansen & Joyce Engel. (2019) Teaching and assessment strategies for nursing self-care competencies in Ontario's nursing education programs. Nurse Education in Practice 36, pages 108-113.
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Karsten A. van Loon, Pim W. Teunissen, Erik W. Driessen & Fedde Scheele. (2018) Formal Versus Informal Judgments: Faculty Experiences With Entrustment in Graduate Medical Education. Journal of Graduate Medical Education 10:5, pages 537-542.
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Kevin W. Eva. (2018) Cognitive influences on complex performance assessment: Lessons from the interplay between medicine and psychology.. Journal of Applied Research in Memory and Cognition 7:2, pages 177-188.
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Elise Paradis, Rebecca Zhao, Jamie Kellar & Alison Thompson. (2018) How are competency frameworks perceived and taught?. Perspectives on Medical Education 7:3, pages 200-206.
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Lynette Reid. (2017) Scientism in Medical Education and the Improvement of Medical Care: Opioids, Competencies, and Social Accountability. Health Care Analysis 26:2, pages 155-170.
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Andrea Oudkerk Pool, Marjan J. B. Govaerts, Debbie A. D. C. Jaarsma & Erik W. Driessen. (2017) From aggregation to interpretation: how assessors judge complex data in a competency-based portfolio. Advances in Health Sciences Education 23:2, pages 275-287.
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Christine JormChris Roberts. (2018) Using Complexity Theory to Guide Medical School Evaluations. Academic Medicine 93:3, pages 399-405.
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