Programmatic assessment: Can we provide evidence for saturation of information?

References

• Bok HG, Jaarsma DA, Teunissen PW, van der Vleuten CPM, van Beukelen P. 2011. Development and validation of a competency framework for veterinarians. J Vet Med Educ. 38:262–269.
   PubMed Web of Science ®Google Scholar
• Bok HG, Teunissen PW, Spruijt A, Fokkema JP, van Beukelen P, Jaarsma DA, van der Vleuten CPM. 2013a. Clarifying students’ feedback‐seeking behavior in clinical clerkships. Med Educ. 47:282–291.
   PubMed Web of Science ®Google Scholar
• Bok HG, Teunissen PW, Favier RP, Rietbroek NJ, Theyse LF, Brommer H, Haarhuis JC, van Beukelen P, van der Vleuten CP, Jaarsma DA. 2013b. Programmatic assessment of competency-based workplace learning: when theory meets practice. BMC Med Educ. 13:123.
   PubMed Web of Science ®Google Scholar
• Cook DA, Brydges R, Ginsburg S, Hatala R. 2015. A contemporary approach to validity arguments: a practical guide to Kane’s framework. Med Educ. 49:560–575.
   PubMed Web of Science ®Google Scholar
• de Jong LH, Favier RP, van der Vleuten CPM, Bok HG. 2017. Students’ motivation toward feedback-seeking in the clinical workplace. Med Teach. 39:954–958.
   PubMed Web of Science ®Google Scholar
• Driessen EW, Van Tartwijk J, Govaerts M, Teunissen P, van der Vleuten CPM. 2012. The use of programmatic assessment in the clinical workplace: a Maastricht case report. Med Teach. 34:226–231.
   PubMed Web of Science ®Google Scholar
• Driessen E, Van Tartwijk J, Van Der Vleuten C, Wass V. 2007. Portfolios in medical education: why do they meet with mixed success? A systematic review. Med Educ. 41:1224–1233.
   PubMed Web of Science ®Google Scholar
• Frank JR, Danoff D. 2007. The CanMEDS initiative: implementing an outcomes-based framework of physician competencies. Med Teach. 29:642–647.
   PubMed Web of Science ®Google Scholar
• Frank JR, Snell LS, Cate OT, Holmboe ES, Carraccio C, Swing SR, Harris P, Glasgow NJ, Campbell C, Dath D, et al. 2010. Competency-based medical education: theory to practice. Med Teach. 32:638–645.
   PubMed Web of Science ®Google Scholar
• Frank JR, Snell L, Englander R, Holmboe ES. 2017. Implementing competency-based medical education: moving forward. Med Teach. 39:568–573.
   PubMed Web of Science ®Google Scholar
• Gisev N, Bell JS, Chen TF. 2013. Interrater agreement and interrater reliability: key concepts, approaches, and applications. Res Social Adm Pharm. 9:330–338.
   PubMed Web of Science ®Google Scholar
• Holmboe ES, Sherbino J, Long DM, Swing SR, Frank JR. 2010. The role of assessment in competency-based medical education. Med Teach. 32:676–682.
   PubMed Web of Science ®Google Scholar
• Kane MT. 2006. Validation. In: Brennan RI, editor. Educational Measurement. 4th ed. p. 17–64. Westport: ACE, Praeger.
   Google Scholar
• Landis JR, Koch GG. 1977. The measurement of observer agreement for categorical data. Biometrics. 33:159–174.
   PubMed Web of Science ®Google Scholar
• Miles J, Shevlin M. 2001. Applying regression and correlation: a guide for students and researchers. Thousand Oaks (CA): Sage.
   Google Scholar
• Moonen-van Loon J, Overeem K ,Donkers H ,Van der Vleuten C, Driessen E. 2013. Composite reliability of a workplace-based assessment toolbox for postgraduate medical education. Adv Health Sci Educ. 18:1087–1102.
   PubMed Web of Science ®Google Scholar
• Pool AO, Govaerts MJ, Jaarsma DA, Driessen EW. 2018. From aggregation to interpretation: how assessors judge complex data in a competency-based portfolio. Adv Health Sci Educ Theory Pract. 23:275–287.
   PubMed Web of Science ®Google Scholar
• R Core Team. 2016. R: a language and environment for statistical computing. Vienna: R Core Team.
   Google Scholar
• Schuwirth L, Southgate L, Page G, Paget N, Lescop J, Lew S, Wade W, Baron-Maldonado M. 2002. When enough is enough: a conceptual basis for fair and defensible practice performance assessment. Med Educ. 36:925–930.
   PubMed Web of Science ®Google Scholar
• Schuwirth LWT, van der Vleuten CPM. 2012. Programmatic assessment and Kane’s validity perspective. Med Educ. 46:38–48.
   PubMed Web of Science ®Google Scholar
• ten Cate TJ, ter Braak E, Frenkel J, van de Pol A. 2006. De 4-tot-10 verwacht niveau-schaal (410VN-schaal) bij persoonlijke beoordelingen. Tijdschrift Med Onderwij. 25:157–163.
   Google Scholar
• van der Vleuten CPM, Schuwirth LW. 2005. Assessing professional competence: from methods to programmes. Med Educ. 39:309–317.
   PubMed Web of Science ®Google Scholar
• van der Vleuten C, Schuwirth L, Driessen E, Dijkstra J, Tigelaar D, Baartman L, van Tartwijk J. 2012. A model for programmatic assessment fit for purpose. Med Teach. 34:205–214.
   PubMed Web of Science ®Google Scholar
• van der Vleuten C, Schuwirth L, Driessen E, Govaerts M, Heeneman S. 2015. Twelve tips for programmatic assessment. Med Teach. 37:641–646.
   PubMed Web of Science ®Google Scholar
• van der Vleuten C, Schuwirth L, Scheele F, Driessen E, Hodges B. 2010. The assessment of professional competence: building blocks for theory development. Best Pract Res Clin Obstet Gynaecol. 24:703–719.
   PubMed Web of Science ®Google Scholar
• Zhang Z. 2016. Variable selection with stepwise and best subset approaches. Ann Transl Med. 4:136.
   PubMed Web of Science ®Google Scholar