Citations (292)
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Bunmi S. Malau-Aduli, Richard B. Hays, Karen D’Souza, Shannon L. Saad, Helen Rienits, Antonio Celenza & Rinki Murphy. (2023) Twelve tips for improving the quality of assessor judgements in senior medical student clinical assessments. Medical Teacher 45:11, pages 1228-1232.
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Adrian Philipp Marty, Machelle Linsenmeyer, Brian George, John Q. Young, Jan Breckwoldt & Olle ten Cate. (2023) Mobile technologies to support workplace-based assessment for entrustment decisions: Guidelines for programs and educators: AMEE Guide No. 154. Medical Teacher 45:11, pages 1203-1213.
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Tessa Hanmore, Christine C. Moon, Rachel Curtis, Wilma Hopman & Stephanie Baxter. (2023) Is time really of the essence? Timeliness of narrative feedback in ophthalmology CBME assessments. Medical Teacher 0:0, pages 1-6.
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Stephen Gauthier, Heather Braund, Nancy Dalgarno & David Taylor. (2023) Assessment-Seeking Strategies: Navigating the Decision to Initiate Workplace-Based Assessment. Teaching and Learning in Medicine 0:0, pages 1-10.
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Ashlee Yang, Dennis Newhook, Stephanie Sutherland, Katherine Moreau, Kaylee Eady, Nick Barrowman & Hilary Writer. (2023) Including patients and caregivers in assessment in the pediatric competence by design curriculum: A national consensus study. Medical Teacher 45:6, pages 604-609.
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Lynnea M. Mills, Patricia S. O’Sullivan, Olle ten Cate & Christy Boscardin. (2023) Investigating feedback orientation in medical learners. Medical Teacher 45:5, pages 492-498.
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Yusuf Yilmaz, Ming-Ka Chan, Denyse Richardson, Adelle Atkinson, Ereny Bassilious, Linda Snell & Teresa M. Chan. (2023) Defining new roles and competencies for administrative staff and faculty in the age of competency-based medical education. Medical Teacher 45:4, pages 395-403.
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Leora Branfield Day, James Rassos, Maxime Billick & Shiphra Ginsburg. (2022) ‘Next steps are…’: An exploration of coaching and feedback language in EPA assessment comments. Medical Teacher 44:12, pages 1368-1375.
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Felise B. Milan & Joseph H. Grochowalski. (2022) A resource efficient and reliable standard setting method for OSCEs: Borderline regression method using standardized patients as sole raters in clinical case encounters with medical students. Medical Teacher 44:8, pages 878-885.
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Sally A. Santen, Michael Ryan, Marieka A. Helou, Alicia Richards, Robert A. Perera, Kellen Haley, Melissa Bradner, Fidelma B. Rigby & Yoon Soo Park. (2021) Building reliable and generalizable clerkship competency assessments: Impact of ‘hawk-dove’ correction. Medical Teacher 43:12, pages 1374-1380.
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Liesje Coertjens, Marije Lesterhuis, Benedicte Y. De Winter, Maarten Goossens, Sven De Maeyer & Nele R. M. Michels. (2021) Improving Self-Reflection Assessment Practices: Comparative Judgment as an Alternative to Rubrics. Teaching and Learning in Medicine 33:5, pages 525-535.
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Megan J. Bray, Elizabeth B. Bradley, James R. Martindale & Maryellen E. Gusic. (2021) Implementing Systematic Faculty Development to Support an EPA-Based Program of Assessment: Strategies, Outcomes, and Lessons Learned. Teaching and Learning in Medicine 33:4, pages 434-444.
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Denyse Richardson, Benjamin Kinnear, Karen E. Hauer, Teri L. Turner, Eric J. Warm, Andrew K. Hall, Shelley Ross, Brent Thoma & Elaine Van Melle. (2021) Growth mindset in competency-based medical education. Medical Teacher 43:7, pages 751-757.
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Jena Hall, Anna Oswald, Karen E. Hauer, Andrew K. Hall, Robert Englander & Warren J. Cheung. (2021) Twelve tips for learners to succeed in a CBME program. Medical Teacher 43:7, pages 745-750.
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Brent Thoma, Holly Caretta-Weyer, Daniel J. Schumacher, Eric Warm, Andrew K. Hall, Stanley J. Hamstra, Rodrigo Cavalcanti & Teresa M. Chan. (2021) Becoming a deliberately developmental organization: Using competency based assessment data for organizational development. Medical Teacher 43:7, pages 801-809.
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Shelley Ross, Karen E. Hauer, Keith Wycliffe-Jones, Andrew K. Hall, Laura Molgaard, Denyse Richardson, Anna Oswald & Farhan Bhanji. (2021) Key considerations in planning and designing programmatic assessment in competency-based medical education. Medical Teacher 43:7, pages 758-764.
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Janica Jamieson, Margaret Hay, Simone Gibson & Claire Palermo. (2021) Implementing programmatic assessment transforms supervisor attitudes: An explanatory sequential mixed methods study. Medical Teacher 43:6, pages 709-717.
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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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Kimberly D. Lomis, George C. Mejicano, Kelly J. Caverzagie, Seetha U. Monrad, Martin Pusic & Karen E. Hauer. (2021) The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education. Medical Teacher 43:sup2, pages S7-S16.
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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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Xinjue Rachel Wang, Tracey Hillier, Anna Oswald & Hollis Lai. (2020) Patterns of performance in students with frequent low stakes team based learning assessments: Do students change behavior?. Medical Teacher 42:1, pages 111-113.
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Gary L. Beck Dallaghan, Cynthia H. Ledford, Douglas Ander, John Spollen, Sherilyn Smith, Scott Graziano & Susan M. Cox. (2020) Evolving roles of clerkship directors: have expectations changed?. Medical Education Online 25:1.
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Christine J Orr & Ranil R Sonnadara. (2019) Coaching by design: exploring a new approach to faculty development in a competency-based medical education curriculum. Advances in Medical Education and Practice 10, pages 229-244.
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Laura K. Molgaard, Kristin P. Chaney, Harold G. J. Bok, Emma K. Read, Jennifer L. Hodgson, S. Kathleen Salisbury, Bonnie R. Rush, Jan E. Ilkiw, Stephen A. May, Jared A. Danielson, Jody S. Frost & Susan M. Matthew. (2019) Development of core entrustable professional activities linked to a competency-based veterinary education framework. Medical Teacher 41:12, pages 1404-1410.
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Brent Thoma, Alison Turnquist, Fareen Zaver, Andrew K. Hall & Teresa M. Chan. (2019) Communication, learning and assessment: Exploring the dimensions of the digital learning environment. Medical Teacher 41:4, pages 385-390.
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Jonas Nordquist, Ming-Ka Chan, Jerry Maniate, David Cook, Cathal Kelly & Allan McDougall. (2019) Examining the clinical learning environment through the architectural avenue. Medical Teacher 41:4, pages 403-407.
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Ming-Ka Chan, Linda Snell & Ingrid Philibert. (2019) The education avenue of the clinical learning environment: A pragmatic approach. Medical Teacher 41:4, pages 391-397.
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Katherine A. Moreau, Kaylee Eady & Mona Jabbour. (2019) Exploring residents’ reactions to and use of parent feedback in a pediatric emergency department: A grounded theory study. Medical Teacher 41:2, pages 207-214.
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Neill Storrar, David Hope & Helen Cameron. (2019) Student perspective on outcomes and process – Recommendations for implementing competency-based medical education. Medical Teacher 41:2, pages 161-166.
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Benjamin Kinnear, Eric J. Warm & Karen E. Hauer. (2018) Twelve tips to maximize the value of a clinical competency committee in postgraduate medical education. Medical Teacher 40:11, pages 1110-1115.
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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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Jason R. Frank, Linda Snell, Robert Englander & Eric S. Holmboe. (2017) Implementing competency-based medical education: Moving forward. Medical Teacher 39:6, pages 568-573.
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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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Julie K. Janecek, Brittany Lang, Sakina Butt, Laura Kenealy & Amy Heffelfinger. Survey of evaluation policies and procedures in clinical neuropsychology postdoctoral fellowship programs. The Clinical Neuropsychologist 0:0, pages 1-23.
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Natalie McGuire, Anita Acai & Ranil R. Sonnadara. The McMaster Narrative Comment Rating Tool: Development and Initial Validity Evidence. Teaching and Learning in Medicine 0:0, pages 1-13.
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