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Citations (42)
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Liesbeth K. J. Baartman & Kathleen M. Quinlan. (2024) Assessment and feedback in higher education reimagined: using programmatic assessment to transform higher education. Perspectives: Policy and Practice in Higher Education 28:2, pages 57-67.
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Yarrow Scantling-Birch & Hasan Naveed. (2024) Response to: ‘Re-examining single-moment-in-time high-stakes examinations in specialist training: A critical narrative review’. Medical Teacher 46:4, pages 591-591.
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Emma Vaccari, Joyce Moonen-van Loon, Cees Van der Vleuten, Paula Hunt & Bruce McManus. (2024) Marking parties for marking written assessments: A spontaneous community of practice. Medical Teacher 46:4, pages 573-579.
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Priya Khanna, Chris Roberts, Annette Burgess, Stuart Lane & Jane Bleasel. (2023) Unpacking the impacts of programmatic approach to assessment system in a medical programme using critical realist perspectives. Journal of Critical Realism 22:5, pages 840-858.
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Severin Pinilla, Seraina Lerch, Raphaela Lüdi, Florian Neubauer, Sabine Feller, Daniel Stricker, Christoph Berendonk & Sören Huwendiek. (2023) Entrustment versus performance scale in high-stakes OSCEs: Rater insights and psychometric properties. Medical Teacher 45:8, pages 885-892.
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Liesbeth Baartman, Hanneke Baukema & Frans Prins. (2023) Exploring students’ feedback seeking behavior in the context of programmatic assessment. Assessment & Evaluation in Higher Education 48:5, pages 598-612.
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Richard Fuller, Viktoria C. T. Goddard, Vishna D. Nadarajah, Tamsin Treasure-Jones, Peter Yeates, Karen Scott, Alexandra Webb, Krisztina Valter & Eeva Pyorala. (2022) Technology enhanced assessment: Ottawa consensus statement and recommendations. Medical Teacher 44:8, pages 836-850.
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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 Torre, Neil E. Rice, Anna Ryan, Harold Bok, Luke J. Dawson, Beth Bierer, Tim J. Wilkinson, Glendon R. Tait, Tom Laughlin, Kiran Veerapen, Sylvia Heeneman, Adrian Freeman & Cees van der Vleuten. (2021) Ottawa 2020 consensus statements for programmatic assessment – 2. Implementation and practice. Medical Teacher 43:10, pages 1149-1160.
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Articles from other publishers (33)
Kamran Ali & Daniel Zahra. (2024) Ten tips for effective use and quality assurance of multiple‐choice questions in knowledge‐based assessments. European Journal of Dental Education 28:2, pages 655-662.
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Sarah L. McKernon, Elliot A. Adderton & Luke J. Dawson. (2024) Using Technology-Supported Approaches for the Development of Technical Skills Outside of the Classroom. Education Sciences 14:3, pages 329.
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Eva Mukurunge, Champion N. Nyoni & Lizemari Hugo. (2024) Assessment approaches in undergraduate health professions education: towards the development of feasible assessment approaches for low-resource settings. BMC Medical Education 24:1.
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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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Catherine M. Dean, Hayley Harris, Hugh P. McNeil & Chris Hughes. (2023) A Transparent Curriculum Design and Capability-Based Assessment Portfolio Facilitates Self-Directed Learning. Education Sciences 14:1, pages 29.
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Sarah French, Ashton Dickerson & Raoul A. Mulder. (2023) A review of the benefits and drawbacks of high-stakes final examinations in higher education. Higher Education.
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Michael Bentley, Jennifer Taylor, Alison Fielding, Andrew Davey, Dominica Moad, Mieke van Driel, Parker Magin & Linda Klein. (2023) Exploring how a patient encounter tracking and learning tool is used within general practice training: a qualitative study. Journal of Primary Health Care 16:1, pages 41-52.
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Inti M. Soeterik, Fadie Hanna & Tugba Öztemir. (2023) Learning about racism: A week-by-week qualitative exploration of two white Dutch primary student teachers’ emotional responses during a Critical Race Theory based course. Studies in Educational Evaluation 78, pages 101282.
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Janica Jamieson, Simone Gibson, Margaret Hay & Claire Palermo. (2022) Teacher, Gatekeeper, or Team Member: supervisor positioning in programmatic assessment. Advances in Health Sciences Education 28:3, pages 827-845.
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Jessica Greenfield, Kelli Qua, Richard A. Prayson & S. Beth Bierer. (2023) “It Changed How I Think”—Impact of Programmatic Assessment Upon Practicing Physicians: A Qualitative Study. Medical Science Educator 33:4, pages 963-974.
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Janeane Dart, Charlotte Rees, Susan Ash, Louise McCall & Claire Palermo. (2023) Shifting the narrative and practice of assessing professionalism in dietetics education: An Australasian qualitative study. Nutrition & Dietetics 80:3, pages 240-252.
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Dina Qurratu Ainin, Yoyo Suhoyo, Artha Budi Susila Duarsa & Mora Claramita. (2023) Development of a Self-Evaluation Instrument with Programmatic Assessment Components for Undergraduate Medical Students. European Journal of Educational Research volume-12-2023:volume-12-issue-2-april-2023, pages 649-662.
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Derek Choi-Lundberg. (2023) Technology-Enhanced Learning in Medical Education Collection: Latest Developments. MedEdPublish 13, pages 219.
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Jean Jouquan. (2023) Les patients simulés sont-ils voués à devenir l’horizon indépassable de la formation des professionnels de la santé ?. Pédagogie Médicale 24:2, pages 69-75.
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Carine Zumstein, Anne-Laure Philippon & Mathieu Lorenzo. (2023) Comment assurer l’équité d’une évaluation classante par les examens cliniques objectifs et structurés (ECOS) ? Enquête d’opinion auprès des externes sur les conditions d’acceptabilité de la réforme du deuxième cycle des études médicales en France. Pédagogie Médicale 24:2, pages 77-86.
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Prattama Santoso Utomo, Nadia Greviana, Dimas S. E. W. Sumunar, Diantha Soemantri & Mora Claramita. 2023. Character Building and Competence Development in Medical and Health Professions Education. Character Building and Competence Development in Medical and Health Professions Education
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Nadine Diwersi, Jörn-Markus Gass, Henning Fischer, Jürg Metzger, Matthias Knobe & Adrian Philipp Marty. (2022) Surgery goes EPA (Entrustable Professional Activity) – how a strikingly easy to use app revolutionizes assessments of clinical skills in surgical training. BMC Medical Education 22:1.
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Caroline Wright & Kristie Matthews. (2022) An intentional approach to the development and implementation of meaningful assessment in advanced radiation therapy practice curricula. Technical Innovations & Patient Support in Radiation Oncology 24, pages 13-18.
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Marjan Govaerts, Cees Van der Vleuten & Suzanne Schut. (2022) Implementation of Programmatic Assessment: Challenges and Lessons Learned. Education Sciences 12:10, pages 717.
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Liesbeth Baartman, Tamara van Schilt-Mol & Cees van der Vleuten. (2022) Programmatic assessment design choices in nine programs in higher education. Frontiers in Education 7.
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Isabella Menchetti, Debra Eagles, Dana Ghanem, Jennifer Leppard, Karine Fournier & Warren J. Cheung. (2022) Gender differences in emergency medicine resident assessment: A scoping review. AEM Education and Training 6:5.
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Vince Bissell & Luke J. Dawson. (2022) Assessment and feedback in dental education: a journey. British Dental Journal 233:6, pages 499-502.
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Andrew K. Hall & Anna Oswald. (2022) Optimising prospective entrustment: Defaulting on default progression. Medical Education 56:9, pages 870-872.
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Jacob Pearce. (2022) What do student experiences of programmatic assessment tell us about scoring programmatic assessment data?. Medical Education 56:9, pages 872-875.
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Chris Roberts, Priya Khanna, Jane Bleasel, Stuart Lane, Annette Burgess, Kellie Charles, Rosa Howard, Deborah O'Mara, Inam Haq & Timothy Rutzou. (2022) Student perspectives on programmatic assessment in a large medical programme: A critical realist analysis. Medical Education 56:9, pages 901-914.
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Diantha Soemantri, Hikmawati Nurokhmanti, Nurul Qomariyah & Mora Claramita. (2022) The Practice of Feedback in Health Professions Education in the Hierarchical and Collectivistic Culture: a Scoping Review. Medical Science Educator 32:5, pages 1219-1229.
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Anna Ryan & Terry Judd. (2022) From Traditional to Programmatic Assessment in Three (Not So) Easy Steps. Education Sciences 12:7, pages 487.
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Jennifer M. Weller, Ties Coomber, Yan Chen & Damian Castanelli. (2022) Desire paths for workplace assessment in postgraduate anaesthesia training: analysing informal processes to inform assessment redesign. British Journal of Anaesthesia 128:6, pages 997-1005.
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Marc A Seifman, Abby B Young & Debra Nestel. (2022) Simulation in plastic and reconstructive surgery: a scoping review. International Journal of Healthcare Simulation.
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Enda O'Connor & Evin Doyle. (2022) A Scoping Review of Assessment Methods Following Undergraduate Clinical Placements in Anesthesia and Intensive Care Medicine. Frontiers in Medicine 9.
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Glendon R. Tait & Kulamakan Mahan Kulasegaram. (2022) Assessment for Learning: The University of Toronto Temerty Faculty of Medicine M.D. Program Experience. Education Sciences 12:4, pages 249.
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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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BalakrishnanR Nair & JoyceM W. Moonen-van Loon. (2022) Programmatic assessment – What are we waiting for?. Archives of Medicine and Health Sciences 10:2, pages 154.
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