Citations (34)
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Joanna Peart, Nele R. Michels, Karena Hanley, Cian Dolan, Julie Luyckx, Valerie Tanghe, Emma Peeters, Milda Burneikaite, Sonata Varvuolyte, Vesna Homar, Lucija Galič, Kamala Klobučar Kragelj, Geoff McCoombe & Nynke Scherpbier. (2023) What influences on their professional development do general practice trainees report from their hospital placements? A qualitative study. European Journal of General Practice 29:1.
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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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Suzanne Bates, Laura Sheldrake & Johnny Lyon-Maris. (2019) A review of the usefulness of clinical supervisor reports when writing educational supervisor reports. Education for Primary Care 30:4, pages 254-256.
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Søren Hast Prins, Signe Gjedde Brøndt & Bente Malling. (2019) Implementation of workplace-based assessment in general practice. Education for Primary Care 30:3, pages 133-144.
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Andrea C. Lörwald, Felicitas-Maria Lahner, Bettina Mooser, Martin Perrig, Matthias K. Widmer, Robert Greif & Sören Huwendiek. (2019) Influences on the implementation of Mini-CEX and DOPS for postgraduate medical trainees’ learning: A grounded theory study. Medical Teacher 41:4, pages 448-456.
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Eleanor Evans & Chania Lambrinudi. (2018) Response to: Factors influencing the educational impact of mini-CEX and DOPS: A qualitative synthesis. Medical Teacher 40:8, pages 867-867.
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Andrea C. Lörwald, Felicitas-Maria Lahner, Robert Greif, Christoph Berendonk, John Norcini & Sören Huwendiek. (2018) Factors influencing the educational impact of Mini-CEX and DOPS: A qualitative synthesis. Medical Teacher 40:4, pages 414-420.
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Bryony Sales. (2018) Hospital clinical supervisors’ completion of Workplace-based Assessments (WPBAs) across specialties. Education for Primary Care 29:1, pages 49-51.
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Erik Driessen & Fedde Scheele. (2013) What is wrong with assessment in postgraduate training? Lessons from clinical practice and educational research. Medical Teacher 35:7, pages 569-574.
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Simon John Quantrill & Jimmy Kyaw Tun. (2012) Workplace-based assessment as an educational tool. Guide supplement 31.5 – Viewpoint. Medical Teacher 34:5, pages 417-418.
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Erik W. Driessen, Jan van Tartwijk, Marjan Govaerts, Pim Teunissen & Cees P. M. van der Vleuten. (2012) The use of programmatic assessment in the clinical workplace: A Maastricht case report. Medical Teacher 34:3, pages 226-231.
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Articles from other publishers (23)
Thun How Ong, Hwee Kuan Ong, Adrian Chan, Dujeepa D. Samarasekera & Cees Van der Vleuten. (2024) Micro CEX vs Mini CEX: Less can be more. The Asia Pacific Scholar 9:1, pages 3-19.
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Leslie Martin, Sarah Blissett, Bronte Johnston, Michael Tsang, Stephen Gauthier, Zeeshan Ahmed & Matthew Sibbald. (2022) How workplace‐based assessments guide learning in postgraduate education: A scoping review. Medical Education 57:5, pages 394-405.
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Kimberley Jefferies. (2022) Factors that may improve paediatric workplace-based assessments: an exploratory study. Archives of Disease in Childhood 107:10, pages 941-946.
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Natasja Looman, Jacqueline de Graaf, Bart Thoonen, Dieneke van Asselt, Esther de Groot, Anneke Kramer, Nynke Scherpbier & Cornelia Fluit. (2022) Designing the learning of intraprofessional collaboration among medical residents. Medical Education 56:10, pages 1017-1031.
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Jan Breckwoldt & Hans Gruber. (2022) Lebenslanges Lernen in der Notfallmedizin – „Continuous professional development“Life-long-learning in emergency medicine—Continuous professional development. Notfall + Rettungsmedizin 25:5, pages 299-304.
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Adrian P. Marty, Julia Braun, Carl Schick, Marco P. Zalunardo, Donat R. Spahn & Jan Breckwoldt. (2022) A mobile application to facilitate implementation of programmatic assessment in anaesthesia training. British Journal of Anaesthesia 128:6, pages 990-996.
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Hannah Cheston, David Graham, Gavin Johnson & Philip Woodland. (2022) Changes in UK medical trainees' perceptions of workplace-based assessments across 10 years: results from two cross-sectional studies. Postgraduate Medical Journal 98:1158, pages 269-275.
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Natasja Looman, Tamara Woezik, Dieneke Asselt, Nynke Scherpbier‐de Haan, Cornelia Fluit & Jacqueline Graaf. (2021) Exploring power dynamics and their impact on intraprofessional learning. Medical Education 56:4, pages 444-455.
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Stephanie Long, Charo Rodriguez, Christina St-Onge, Pierre-Paul Tellier, Nazi Torabi & Meredith Young. (2021) Factors affecting perceived credibility of assessment in medical education: A scoping review. Advances in Health Sciences Education 27:1, pages 229-262.
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Susanne Skjervold Smeby Martinsen, Torvald Espeland, Erik Andreas Rye Berg, Eivind Samstad, Børge Lillebo & Tobias S. Slørdahl. (2021) Examining the educational impact of the mini-CEX: a randomised controlled study. BMC Medical Education 21:1.
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Natasja Looman, Cornelia Fluit, Marielle Wijngaarden, Esther Groot, Patrick Dielissen, Dieneke Asselt, Jacqueline Graaf & Nynke Scherpbier‐de Haan. (2020) Chances for learning intraprofessional collaboration between residents in hospitals. Medical Education 54:12, pages 1109-1119.
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Anna Bock, Florian Peters, Dirk Elvers, Julian Wittenborn, Kristian Kniha, Marcus Gerressen, Frank Hölzle & Ali Modabber. (2020) Introduction of mini‐clinical evaluation exercise in teaching dental radiology—A pilot study. European Journal of Dental Education 24:4, pages 695-705.
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Sulaiman Alazzawi & James Berstock. (2019) Use of work-based assessments in postgraduate medical education. British Journal of Hospital Medicine 80:5, pages 285-287.
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Eva Kipen, Eleanor Flynn & Robyn Woodward-Kron. (2019) Self-regulated learning lens on trainee perceptions of the mini-CEX: a qualitative study. BMJ Open 9:5, pages e026796.
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Catherine E Scarff, Margaret Bearman, Neville Chiavaroli & Steve Trumble. (2019) Trainees’ perspectives of assessment messages: a narrative systematic review. Medical Education 53:3, pages 221-233.
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Jennifer L Johnston & Deirdre Bennett. (2018) Lost in translation? Paradigm conflict at the primary–secondary care interface. Medical Education 53:1, pages 56-63.
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Andrea C. Lörwald, Felicitas-Maria Lahner, Zineb M. Nouns, Christoph Berendonk, John Norcini, Robert Greif & Sören Huwendiek. (2018) The educational impact of Mini-Clinical Evaluation Exercise (Mini-CEX) and Direct Observation of Procedural Skills (DOPS) and its association with implementation: A systematic review and meta-analysis. PLOS ONE 13:6, pages e0198009.
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Jonathan Massie & Jason M. Ali. (2015) Workplace-based assessment: a review of user perceptions and strategies to address the identified shortcomings. Advances in Health Sciences Education 21:2, pages 455-473.
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Andrea Gingerich, Jennifer Kogan, Peter Yeates, Marjan Govaerts & Eric Holmboe. (2014) Seeing the ‘black box’ differently: assessor cognition from three research perspectives. Medical Education 48:11, pages 1055-1068.
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Anli Yue Zhou Zhou & Paul Baker. (2014) Confounding factors in using upward feedback to assess the quality of medical training: a systematic review. Journal of Educational Evaluation for Health Professions 11, pages 17.
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Anand Prakash Swayamprakasam, Ashvina Segaran & Lynne Allery. (2014) Work-based assessments: making the transition from participation to engagement. JRSM Open 5:3, pages 204253331351586.
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Alexander Nesbitt, Freya Baird, Benjamin Canning, Ann Griffin & Alison Sturrock. (2013) Student perception of workplace-based assessment. The Clinical Teacher 10:6, pages 399-404.
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P McKavanagh, A Smyth & A Carragher. (2012) Hospital consultants and workplace based assessments: how foundation doctors view these educational interactions?. Postgraduate Medical Journal 88:1037, pages 119-124.
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