Citations (32)
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James Thompson & Don Houston. (2024) Resolving the wicked problem of quality in paramedic education: the application of assessment for learning to bridge theory-practice gaps. Quality in Higher Education 30:1, pages 112-129.
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Andy Wearn, Vanshay Bindra, Bradley Patten & Benjamin P. T. Loveday. (2023) Relationship between medical programme progress test performance and surgical clinical attachment timing and performance. Medical Teacher 45:8, pages 877-884.
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Dario Torre, Lambert Schuwirth, Cees Van der Vleuten & Sylvia Heeneman. (2022) An international study on the implementation of programmatic assessment: Understanding challenges and exploring solutions. Medical Teacher 44:8, pages 928-937.
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Dario M. Torre, L. W. T. Schuwirth & C. P. M. Van der Vleuten. (2020) Theoretical considerations on programmatic assessment. Medical Teacher 42:2, pages 213-220.
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Dario Cecilio-Fernandes, Janke Cohen-Schotanus & René A. Tio. (2018) Assessment programs to enhance learning. Physical Therapy Reviews 23:1, pages 17-20.
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Articles from other publishers (27)
Elise V. van Wijk, Floris M. van Blankenstein, Jeroen Donkers, Roemer J. Janse, Jacqueline Bustraan, Liesbeth G. M. Adelmeijer, Eline A. Dubois, Friedo W. Dekker & Alexandra M. J. Langers. (2024) Does ‘summative’ count? The influence of the awarding of study credits on feedback use and test-taking motivation in medical progress testing. Advances in Health Sciences Education.
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Elise V. van Wijk, Floris M. van Blankenstein, Roemer J. Janse, Eline A. Dubois & Alexandra M. J. Langers. (2024) Understanding students' feedback use in medical progress testing: A qualitative interview study. Medical Education.
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Diana Evawati & Susilowati. (2023) Optimization of Nutrition Science Learning through Educational Technology at PGRI Adi Buana University Surabaya. Jurnal Iqra' : Kajian Ilmu Pendidikan 8:1, pages 385-401.
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Carlos Eduardo Andrade Pinheiro & Diogo Onofre de Souza. (2023) Avaliação longitudinal de estudantes de medicina: o teste de progresso é apropriado?. Estudos em Avaliação Educacional 34, pages e09220.
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Luiz Ernesto de Almeida Troncon, Lucila Leico Kagohara Elias, Mariana Kiomy Osako, Elen Almeida Romão, Valdes Roberto Bollela & Júlio Cesar Moriguti. (2023) Reflections on the use of the Progress Test in the programmatic student assessment. Revista Brasileira de Educação Médica 47:2.
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Luiz Ernesto de Almeida Troncon, Lucila Leico Kagohara Elias, Mariana Kiomy Osako, Elen Almeida Romão, Valdes Roberto Bollela & Júlio Cesar Moriguti. (2023) Reflexões sobre a utilização do Teste de Progresso na avaliação programática do estudante. Revista Brasileira de Educação Médica 47:2.
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Iris Lindemann, Julie Ash & Janice Orrell. 2023. Clinical Education for the Health Professions. Clinical Education for the Health Professions
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Neil H. Schwartz, Kevin Click & Anna N. Bartel. 2023. International Handbook of Psychology Learning and Teaching. International Handbook of Psychology Learning and Teaching
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Vincent DionChristina St-OngeIlona BartmanClaire TouchieDebra Pugh. (2022) Written-Based Progress Testing: A Scoping Review. Academic Medicine 97:5, pages 747-757.
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Marlene Moraes Rosa Chinelato, Jose Eduardo Martinez & Gisele Regina de Azevedo. (2022) Teste de Progresso: a percepção do discente de Medicina. Revista Brasileira de Educação Médica 46:suppl 1.
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Carlos Eduardo Pinheiro, Emil Kupek, Olavo Franco Oliveira Filho, Ademir Reberti & Diogo Onofre Gomes de Souza. (2022) Progress Test: medical student absenteeism is suggestive of poor academic performance. Revista Brasileira de Educação Médica 46:4.
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Carlos Eduardo Pinheiro, Emil Kupek, Olavo Franco Oliveira Filho, Ademir Reberti & Diogo Onofre Gomes de Souza. (2022) Teste de Progresso: ausência de alunos de Medicina é sugestiva de mau desempenho acadêmico. Revista Brasileira de Educação Médica 46:4.
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Francescaroberta Panuccio, Giovanni Galeoto, Marco Tofani, Maria Auxiliadora Marquez, Luca Celli & Anna Berardi. 2022. Learning Technology for Education Challenges. Learning Technology for Education Challenges
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Chandrika Kamath Ramachandra & Amudha Joseph. (2021) IEyeGASE: An Intelligent Eye Gaze-Based Assessment System for Deeper Insights into Learner Performance. Sensors 21:20, pages 6783.
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Shaun Prentice, Emily Kirkpatrick, Lambert Schuwirth & Jill Benson. (2021) Identifying the at-risk General Practice trainee: a retrospective cohort meta-analysis of General Practice registrar flagging. Advances in Health Sciences Education 26:3, pages 1001-1025.
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Suzanne Schut, Lauren A. Maggio, Sylvia Heeneman, Jan van Tartwijk, Cees van der Vleuten & Erik Driessen. (2020) Where the rubber meets the road — An integrative review of programmatic assessment in health care professions education. Perspectives on Medical Education 10:1, pages 6-13.
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Iris Lindemann, Julie Ash & Janice Orrell. 2020. Clinical Education for the Health Professions. Clinical Education for the Health Professions
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Sylvia Heeneman & Suzanne Schut. (2020) Meaningful mapping of remediation in longitudinal and developmental assessment models. Medical Education 54:10, pages 866-868.
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D. R. Rutgers, J. P. J. van Schaik, C. L. J. J. Kruitwagen, C. Haaring, W. van Lankeren, A. F. van Raamt & O. ten Cate. (2020) Introducing Summative Progress Testing in Radiology Residency: Little Change in Residents’ Test Results After Transitioning from Formative Progress Testing. Medical Science Educator 30:2, pages 943-953.
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Katrin Schüttpelz-Brauns, Martin Hecht, Katinka Hardt, Yassin Karay, Michaela Zupanic & Juliane E. Kämmer. (2019) Institutional strategies related to test-taking behavior in low stakes assessment. Advances in Health Sciences Education 25:2, pages 321-335.
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Kenneth D. RoyalMari-Wells Hedgpeth. (2018) Think Subscores Are a Helpful Form of Feedback? Think Again. Journal of Veterinary Medical Education 45:4, pages 567-570.
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D. R. Rutgers, J. P. J. van Schaik, W. van Lankeren, F. van Raamt & Th. J. ten Cate. (2018) Resident and Faculty Attitudes Toward the Dutch Radiology Progress Test as It Transitions from a Formative to a Summative Measure of Licensure Eligibility. Medical Science Educator 28:4, pages 639-647.
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Cees Vleuten, Iris Lindemann & Lisa Schmidt. (2018) Programmatic assessment: the process, rationale and evidence for modern evaluation approaches in medical education. Medical Journal of Australia 209:9, pages 386-388.
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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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Cees van der Vleuten, Adrian Freeman & Carlos Fernando Collares. (2018) Progress test utopia. Perspectives on Medical Education 7:2, pages 136-138.
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Jimmie Leppink. (2017) Evaluating the strength of evidence in research and education: The theory of anchored narratives. Journal of Taibah University Medical Sciences 12:4, pages 284-290.
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