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Medical Teacher Volume 43, 2021 - Issue 7: INTERNATIONAL COMPETENCY-BASED MEDICAL EDUCATION SPECIAL ISSUE
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Research Article

Key considerations in planning and designing programmatic assessment in competency-based medical education

Shelley Rossa Department of Family Medicine, University of Alberta, Edmonton, Canada;b Canadian Association for Medical Education, Edmonton, CanadaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-9581-3191View further author information
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Karen E. Hauerc University of California, San Francisco, CA, USAORCID Iconhttps://orcid.org/0000-0002-8812-4045View further author information
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Keith Wycliffe-Jonesd Department of Family Medicine, Cumming School of Medicine, University of Calgary, Calgary, CanadaORCID Iconhttps://orcid.org/0000-0001-8903-0991View further author information
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Andrew K. Halle Department of Emergency Medicine, Queen’s University, Kingston, Canada;f Royal College of Physicians and Surgeons of Canada, Ottawa, CanadaORCID Iconhttps://orcid.org/0000-0003-1227-5397View further author information
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Laura Molgaardg University of Minnesota College of Veterinary Medicine, St. Paul, MIN, USAORCID Iconhttps://orcid.org/0000-0002-1361-0794View further author information
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Denyse Richardsonf Royal College of Physicians and Surgeons of Canada, Ottawa, Canada;h Division of Physiatry, Department of Medicine, University of Toronto, Toronto, CanadaORCID Iconhttps://orcid.org/0000-0001-6113-158XView further author information
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Anna Oswaldf Royal College of Physicians and Surgeons of Canada, Ottawa, Canada;i Department of Medicine and CBME lead for the Faculty of Medicine & Dentistry, University of Alberta, Edmonton, CanadaORCID Iconhttps://orcid.org/0000-0002-3510-4294View further author information
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Farhan Bhanjif Royal College of Physicians and Surgeons of Canada, Ottawa, Canada;j Pediatrics at McGill University, Montreal, CanadaORCID Iconhttps://orcid.org/0000-0002-0125-9546View further author information
ORCID Icon & on behalf of the ICBME Collaborators show all
Pages 758-764 | Published online: 01 Jun 2021

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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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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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Jason R. Frank, Linda S. Snell, Anna Oswald & Karen E. Hauer. (2021) Further on the journey in a complex adaptive system: Elaborating CBME. Medical Teacher 43:7, pages 734-736.
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Oona Janssens, Vasiliki Andreou, Mieke Embo, Martin Valcke, Olivia De Ruyck, Marieke Robbrecht & Leen Haerens. (2024) The identification of requirements for competency development during work-integrated learning in healthcare education. BMC Medical Education 24:1.
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Emma Paternotte, Marja Dijksterhuis, Angelique Goverde, Hanna Ezzat & Fedde Scheele. (2024) Comparison of OBGYN postgraduate curricula and assessment methods between Canada and the Netherlands: an auto-ethnographic study. Frontiers in Medicine 11.
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Anna Oswald, Daniel Dubois, Linda Snell, Robert Anderson, Jolanta Karpinski, Andrew K. Hall, Jason R. Frank & Warren J. Cheung. (2024) Implementing Competence Committees on a National Scale: Design and Lessons Learned. Perspectives on Medical Education 13:1, pages 56-67.
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Denyse Richardson, Jeffrey M. Landreville, Jessica Trier, Warren J. Cheung, Farhan Bhanji, Andrew K. Hall, Jason R. Frank & Anna Oswald. (2024) Coaching in Competence by Design: A New Model of Coaching in the Moment and Coaching Over Time to Support Large Scale Implementation. Perspectives on Medical Education 13:1, pages 33-43.
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Warren J. Cheung, Farhan Bhanji, Wade Gofton, Andrew K. Hall, Jolanta Karpinski, Denyse Richardson, Jason R. Frank & Nancy Dudek. (2024) Design and Implementation of a National Program of Assessment Model – Integrating Entrustable Professional Activity Assessments in Canadian Specialist Postgraduate Medical Education. Perspectives on Medical Education 13:1, pages 44-55.
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Holly A. Caretta-Weyer, Alina Smirnova, Michael A. Barone, Jason R. Frank, Tina Hernandez-Boussard, Dana Levinson, Kiki M. J. M. H. Lombarts, Kimberly D. Lomis, Abigail Martini, Daniel J. Schumacher, David A. Turner & Abigail Schuh. (2024) The Next Era of Assessment: Building a Trustworthy Assessment System. Perspectives on Medical Education 13:1, pages 12-23.
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Brundha M.P.. (2023) Programmatic assessment in Medical Education – Review. International Journal of Clinicopathological Correlation 7:2, pages 38-43.
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Adam Szulewski, Heather BraundDamon J. DagnoneLaura McEwenNancy DalgarnoKaren W. SchultzAndrew K. Hall. (2023) The Assessment Burden in Competency-Based Medical Education: How Programs Are Adapting. Academic Medicine 98:11, pages 1261-1267.
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David R. Brown, Jeremy J. Moeller, Douglas Grbic, Dorothy A. Andriole, William B. Cutrer, Vivian T. Obeso, Mark D. Hormann, Jonathan M. Amiel, Jonathan Amiel, Beth Barron, Marina Catallozzi, Vivian Obeso, Jefry Biehler, David R Brown, Mark Hormann, Sasha Adams, Allison R Ownby, Jennifer Swails, Dianne Wagner, Matthew Emery, Aron Sousa, Angela Thompson-Busch, Patrick M. Cocks, Colleen C. Gillespie, Melvin Rosenfeld, Linda Tewksbury, George Mejicano, Tracy Bumsted, Carrie A. Phillipi, Jamie Warren, Sandra Yingling, Meenakshy Aiyer, Janet Jokela, Asra R. Khan, William B. Cutrer, Cody Chastain, Kendra Parekh, Eduard Vasilevskis, Michael S. Ryan, Diane M. Biskobing, Nicole Deiorio, Gregory Trimble, Michael Green, Katherine Gielissen, Jeremy J. Moeller, Barry Wu & Alison J. Whelan. (2022) Comparing Entrustment Decision-Making Outcomes of the Core Entrustable Professional Activities Pilot, 2019-2020. JAMA Network Open 5:9, pages e2233342.
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Jessica V. Rich, Warren J. Cheung, Lara Cooke, Anna Oswald, Stephen Gauthier & Andrew K. Hall. (2022) Do Resident Archetypes Influence the Functioning of Programs of Assessment?. Education Sciences 12:5, pages 293.
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Colleen Y. Colbert & S. Beth Bierer. (2022) The Importance of Professional Development in a Programmatic Assessment System: One Medical School’s Experience. Education Sciences 12:3, pages 220.
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Sarah Sirajuddin & Kendra J. Grubb. (2021) Commentary: Transcatheter cardiac surgery training: What to teach?. The Journal of Thoracic and Cardiovascular Surgery.
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