Citations (33)
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Eric Shappell, Mary Jo Wagner, John Bailitz, Therese Mead, James Ahn, Andrew Eyre, Nicholas Maldonado, Bradley Wallace & Yoon Soo Park. (2023) The test developer’s dilemma: Evaluating the balance of feasibility and empiric performance of test development techniques for repeated written assessments. Medical Teacher 45:2, pages 187-192.
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Mulavana S Parvathy, Aditee Parab, Balakrishnan Kichu R Nair, Carl Matheson, Kathy Ingham & Lynette Gunning. (2021) Longitudinal Outcome of Programmatic Assessment of International Medical Graduates. Advances in Medical Education and Practice 12, pages 1095-1100.
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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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Aileen Barrett & Karena Hanley. (2020) Myths and legends in workplace-based assessment; it’s all about perspective?. Education for Primary Care 31:2, pages 74-80.
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Miriam Lacasse, Marie-Claude Audétat, Élisabeth Boileau, Nathalie Caire Fon, Marie-Hélène Dufour, Marie-Claude Laferrière, Alexandre Lafleur, Ève La Rue, Shirley Lee, Mathieu Nendaz, Emmanuelle Paquette Raynard, Caroline Simard, Yvonne Steinert & Johanne Théorêt. (2019) Interventions for undergraduate and postgraduate medical learners with academic difficulties: A BEME systematic review: BEME Guide No. 56. Medical Teacher 41:9, pages 981-1001.
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Jane Uygur, Ellen Stuart, Muireann De Paor, Emma Wallace, Seamus Duffy, Marie O’Shea, Susan Smith & Teresa Pawlikowska. (2019) A Best Evidence in Medical Education systematic review to determine the most effective teaching methods that develop reflection in medical students: BEME Guide No. 51 . Medical Teacher 41:1, pages 3-16.
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Chris Roberts, Priya Khanna, Louise Rigby, Emma Bartle, Anthony Llewellyn, Julie Gustavs, Libby Newton, James P. Newcombe, Mark Davies, Jill Thistlethwaite & James Lynam. (2018) Utility of selection methods for specialist medical training: A BEME (best evidence medical education) systematic review: BEME guide no. 45. Medical Teacher 40:1, pages 3-19.
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Amanda R. Emke, Steven Cheng, Ling Chen, Dajun Tian & Carolyn Dufault. (2017) A Novel Approach to Assessing Professionalism in Preclinical Medical Students Using Multisource Feedback Through Paired Self- and Peer Evaluations. Teaching and Learning in Medicine 29:4, pages 402-410.
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Articles from other publishers (25)
Laura M. Farrell, Cary Cuncic, Shavaun MacDonald, Bruce J. Wright, Kevin W. Eva & Mark A. Goldszmidt. (2023) Thresholds of becoming: an exploration of threshold concepts as a means to support professional identity formation in competency-based curricula. Advances in Health Sciences Education.
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Bert Huenges, Marco Roos, Simon Schwill, Ralf Michael Jendyk, Horst Christian Vollmar & Martina Bischoff. (2023) Wie evaluieren wir die Förderung von Qualität und Effizienz der allgemeinmedizinischen Weiterbildung durch die Kompetenzzentren?How to evaluate the promotion of quality and efficiency of general medical training by competence centers?. Zeitschrift für Allgemeinmedizin 99:2, pages 73-79.
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Marnix P. D. Westein, A. S. Koster, H. E. M. Daelmans, M. L. Bouvy & R. A. Kusurkar. (2022) How progress evaluations are used in postgraduate education with longitudinal supervisor-trainee relationships: a mixed method study. Advances in Health Sciences Education 28:1, pages 205-222.
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Clarissa Wei Shuen Cheong, Elaine Li Ying Quah, Keith Zi Yuan Chua, Wei Qiang Lim, Rachelle Qi En Toh, Christine Li Ling Chiang, Caleb Wei Hao Ng, Elijah Gin Lim, Yao Hao Teo, Cheryl Shumin Kow, Raveendran Vijayprasanth, Zhen Jonathan Liang, Yih Kiat Isac Tan, Javier Rui Ming Tan, Min Chiam, Alexia Sze Inn Lee, Yun Ting Ong, Annelissa Mien Chew Chin, Limin Wijaya, Warren Fong, Stephen Mason & Lalit Kumar Radha Krishna. (2022) Post graduate remediation programs in medicine: a scoping review. BMC Medical Education 22:1.
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Gominda Ponnamperuma, Asela Olupeliyawa, Madawa Chandratilake & Kosala Marambe. 2022. The Wiley Handbook of Sustainability in Higher Education Learning and Teaching. The Wiley Handbook of Sustainability in Higher Education Learning and Teaching
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Severin Pinilla, Alexandra Kyrou, Stefan Klöppel, Werner Strik, Christoph Nissen & Sören Huwendiek. (2021) Workplace-based assessments of entrustable professional activities in a psychiatry core clerkship: an observational study. BMC Medical Education 21:1.
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Nick J. Beeching, Hilpi Rautelin, Jean-Paul Stahl & Truls M. Leegaard. (2021) Training and assessment of medical specialists in clinical microbiology and infectious diseases in Europe. Clinical Microbiology and Infection 27:11, pages 1581-1588.
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Wen-Cheng Huang, Shih-Chang Hsu, Chih-Hao Yang, Che-Wei Lin, Fat-Moon Suk, Kai-Chun Hu, Yun-Yu Wu, Hao-Yu Chen & Chin-Wang Hsu. (2021) A novel approach: Simulating multiple simultaneous encounters to assess multitasking ability in emergency medicine. PLOS ONE 16:9, pages e0257887.
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Evan Tannenbaum, Melissa Walker, Heather Sullivan, Ella Huszti, Michele Farrugia & Mara Sobel. (2021) Effects of a Resident's Reputation on Laparoscopic Skills Assessment. Obstetrics & Gynecology 138:1, pages 16-20.
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Falk Ochsendorf & Julia Welzel. (2021) Kompetenzorientierte Weiterbildung in der DermatologieCompetence-oriented specialist training in dermatology. Der Hautarzt 72:6, pages 535-548.
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Tristan Price, Nicola Brennan, Geoff Wong, Lyndsey Withers, Jennifer Cleland, Amanda Wanner, Thomas Gale, Linda Prescott-Clements, Julian Archer & Marie Bryce. (2021) Remediation programmes for practising doctors to restore patient safety: the RESTORE realist review. Health Services and Delivery Research 9:11, pages 1-116.
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Alison Fielding, Benjamin Eric Mundy, Amanda Tapley, Linda Klein, Sarah Gani, Michael Bentley, Rachael Boland, Lina Zbaidi, Mieke L van Driel, Elizabeth Holliday & Parker Magin. (2021) Study protocol: content and perceived educational utility of different modalities of clinical teaching visit (CTV) workplace-based assessments within Australian general practice vocational training: a cross-sectional study. BMJ Open 11:4, pages e045643.
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MWC H’ng, NA Kassim & DES Wong. (2021) Workplace-based assessments in the Singapore radiology residency programme – aiming for the next milestone. Singapore Medical Journal 62:3, pages 149-152.
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Andrea Gingerich, Stefanie S. Sebok‐Syer, Roseann Larstone, Christopher J. Watling & Lorelei Lingard. (2020) Seeing but not believing: Insights into the intractability of failure to fail. Medical Education 54:12, pages 1148-1158.
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Shaun Prentice, Jill Benson, Emily Kirkpatrick & Lambert Schuwirth. (2020) Workplace‐based assessments in postgraduate medical education: A hermeneutic review. Medical Education 54:11, pages 981-992.
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Paul L. P. Brand, A. Debbie C. Jaarsma & Cees P. M. Van der Vleuten. (2020) Driving lesson or driving test?: A metaphor to help faculty separate feedback from assessment. Perspectives on Medical Education 10:1, pages 50-56.
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Jeanette R. Bauchat & Michael Seropian. 2020. Comprehensive Healthcare Simulation: Anesthesiology. Comprehensive Healthcare Simulation: Anesthesiology
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P. Stieger, F. Adili & S. König. (2019) Klinische Lehrexperten in der Aus- und WeiterbildungClinician teachers in undergraduate and postgraduate medical education. Gefässchirurgie 24:8, pages 598-603.
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Calvin L. Chou, Adina Kalet, Manuel Joao Costa, Jennifer Cleland & Kalman Winston. (2019) Guidelines: The dos, don’ts and don’t knows of remediation in medical education. Perspectives on Medical Education 8:6, pages 322-338.
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Sarah König & Alexander Hörnlein. (2018) Prüfungen im Medizinstudium – mehr als nur NotenExaminations while studying medicine – more than simply grades. Wiener Medizinische Wochenschrift 169:5-6, pages 126-131.
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Antonello Forgione & Salman Y. Guraya. 2019. Operative Techniques and Recent Advances in Acute Care and Emergency Surgery. Operative Techniques and Recent Advances in Acute Care and Emergency Surgery
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Daniel J Brierley, Paula M Farthing & Sandra Zijlstra-Shaw. (2018) Assessors’ and trainees’ perceptions of workplace-based assessments in histopathology. Journal of Clinical Pathology 71:12, pages 1100-1107.
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Renée M. van der LeeuwPim W. TeunissenCees P.M. van der Vleuten. (2018) Broadening the Scope of Feedback to Promote Its Relevance to Workplace Learning. Academic Medicine 93:4, pages 556-559.
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Patrick Hemming, R.B. Levine & Joseph J. Gallo. (2018) “Conversational Advice”: A mixed-methods analysis of medical residents’ experiences co-managing primary care patients with behavioral health providers. Patient Education and Counseling 101:1, pages 85-91.
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Linda Prescott-Clements, Vicky Voller, Mark Bell, Natasha Nestors & Cees P. M. van der Vleuten. (2017) Rethinking Remediation. Journal of Continuing Education in the Health Professions Publish Ahead of Print.
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