Citations (101)
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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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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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Yuying Liang & Lorraine M. Noble. (2021) Chinese doctors’ views on workplace-based assessment: trainee and supervisor perspectives of the mini-CEX. Medical Education Online 26:1.
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Madineh Jasemi, Soheila Ahangarzadeh Rezaie, Masumeh Hemmati Maslakpak & Naser Parizad. (2019) Are workplace-based assessment methods (DOPS and Mini-CEX) effective in nursing students’ clinical skills? A single-blind randomized, parallel group, controlled trial. Contemporary Nurse 55:6, pages 565-575.
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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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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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Janica Jamieson, Gemma Jenkins, Shelley Beatty & Claire Palermo. (2017) Designing programmes of assessment: A participatory approach. Medical Teacher 39:11, pages 1182-1188.
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Tony Foley, Elaine Walsh, Catherine Sweeney, Mark James, Bridget Maher & Siún O’Flynn. (2015) Training the assessors: A Mini-CEX workshop for GPs who assess undergraduate medical students. Education for Primary Care 26:6, pages 446-447.
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Jye Y. Sia & Jayne E. Harrison. (2015) Trainers' and trainees' perceptions of workplace-based assessment in orthodontics. Journal of Orthodontics 42:4, pages 284-300.
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Philip S. J. Weston & Caroline A. Smith. (2014) The use of mini-CEX in UK foundation training six years following its introduction: Lessons still to be learned and the benefit of formal teaching regarding its utility. Medical Teacher 36:2, pages 155-163.
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Dianne Delva, Joan Sargeant, Stephen Miller, Joanna Holland, Peggy Alexiadis Brown, Constance Leblanc, Kathryn Lightfoot & Karen Mann. (2013) Encouraging residents to seek feedback. Medical Teacher 35:12, pages e1625-e1631.
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Alanna Pentlow. (2013) Workplace-based assessments in surgery: Are we heading in the wrong direction?. Medical Teacher 35:1, pages 80-80.
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Mohummud Shamim Nassrally, Esther Mary Mitchell & Jack David Peter Bond. (2012) Workplace-based assessments: The emphasis on formative assessment. Medical Teacher 34:3, pages 253-253.
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Articles from other publishers (87)
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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Kuo‐Chen LiaoRola Ajjawi, Chang‐Hsuan Peng, Chang‐Chyi JenqLynn V. Monrouxe. (2023) Striving to thrive or striving to survive: Professional identity constructions of medical trainees in clinical assessment activities. Medical Education.
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Nancy Jennifer Sturman, Benjamin MItchell, Warren Jennings, Michaela Kelly, Joanne Margaret O'Reilly & David King. (2023) Work‐based feedback conversations with GP teachers. The Clinical Teacher 20:3.
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Christopher Smith & Mumtaz Patel. (2022) ‘Ticked off’? Can a new outcomes-based postgraduate curriculum utilising programmatic assessment reduce assessment burden in Intensive Care Medicine?. Journal of the Intensive Care Society 24:2, pages 170-177.
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Valérie Dory, Maryam Wagner, Richard Cruess, Sylvia Cruess & Meredith Young. (2023) If we assess, will they learn? Students’ perspectives on the complexities of assessment-for-learning. Canadian Medical Education Journal.
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Victor Lee & Andrea Gingerich. 2023. Clinical Education for the Health Professions. Clinical Education for the Health Professions
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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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Fabienne Schwitz, Andreas Bartenstein & Sören Huwendiek. (2022) Arbeitsplatz-basierte Assessments: eine Bedarfsanalyse bei Assistenzärztinnen und ‑ärzten sowie ihren Supervisierenden. Praxis 111:11, pages 605-611.
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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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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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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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Damian J. Castanelli, Jennifer M. WellerElizabeth MolloyMargaret Bearman. (2022) How Trainees Come to Trust Supervisors in Workplace-Based Assessment: A Grounded Theory Study. Academic Medicine 97:5, pages 704-710.
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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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Pankaj Kundra, Madhuri Kurdi, Shikha Mehrotra, Nikahat Jahan, S Kiran & Prasanna Vadhanan. (2022) Newer teaching-learning methods and assessment modules in anaesthesia education. Indian Journal of Anaesthesia 66:1, pages 47.
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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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Laura Smeets, Wim H. Gijselaers, Roger H. G. Meuwissen & Therese Grohnert. (2021) Beyond Psychological Safety – the Role of Direct Supervisor Behavior in Fostering Learning from Errors at the Workplace. Vocations and Learning 14:3, pages 533-558.
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Jessica E. RabskiAshirbani SahaMichael D. Cusimano & FRCSC DABNS. (2021) Resident evaluations in the age of competency-based medical education: faculty perspectives on minimizing burdens. Journal of Neurosurgery 135:3, pages 949-954.
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Kaitlin Endres, Nancy Dudek, Meghan McConnell & Warren J. Cheung. (2021) Comparing the Ottawa Emergency Department Shift Observation Tool (O-EDShOT) to the traditional daily encounter card: measuring the quality of documented assessments. Canadian Journal of Emergency Medicine 23:3, pages 383-389.
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PoojaR Mathur. (2021) Introduction of direct observation of procedural skills as workplace-based assessment tool in department of anesthesiology: Evaluation of students’ and teachers’ perceptions. Bali Journal of Anesthesiology 5:4, pages 239.
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Daniel Câmara Alves de Medeiros, Paulo José de Medeiros & Rosiane Viana Zuza Diniz. (2021) Procedure-based assessment (PBA) in urology residency: initial experience. Revista Brasileira de Educação Médica 45:4.
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Daniel Câmara Alves de Medeiros, Paulo José de Medeiros & Rosiane Viana Zuza Diniz. (2021) Avaliação baseada em procedimentos (PBA) em uma residência de urologia: experiência inicial. Revista Brasileira de Educação Médica 45:4.
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Lena Jafri, Imran Siddiqui, Aysha Habib Khan, Muhammed Tariq, Muhammad Umer Naeem Effendi, Azra Naseem, Sibtain Ahmed, Farooq Ghani, Shahnila Alidina, Nadir Shah & Hafsa Majid. (2020) Fostering teaching-learning through workplace based assessment in postgraduate chemical pathology residency program using virtual learning environment. BMC Medical Education 20:1.
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Shaun Prentice, Jill Benson, Emily Kirkpatrick & Lambert Schuwirth. (2020) Workplace‐based assessments in postgraduate medical education: A hermeneutic review. Medical Education 54:11, pages 981-992.
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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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Leora Branfield DayAmy MilesShiphra GinsburgLindsay Melvin. (2020) Resident Perceptions of Assessment and Feedback in Competency-Based Medical Education: A Focus Group Study of One Internal Medicine Residency Program. Academic Medicine 95:11, pages 1712-1717.
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Sarah Burm, Stefanie S. Sebok-Syer, Julie Ann Van Koughnett & Christopher J. Watling. (2020) Are we generating more assessments without added value? Surgical trainees’ perceptions of and receptiveness to cross-specialty assessment. Perspectives on Medical Education 9:4, pages 201-209.
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Leslie Martin & Matthew Sibbald. (2020) Barking up the same tree? Lessons from workplace‐based assessment and digital badges. Medical Education 54:7, pages 593-595.
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Jennifer M. Weller, Viren N. Naik & Ryan J. San Diego. (2020) Systematic review and narrative synthesis of competency-based medical education in anaesthesia. British Journal of Anaesthesia 124:6, pages 748-760.
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Leslie Martin, Matthew Sibbald, Daniel Brandt Vegas, Dana Russell & Marjan Govaerts. (2020) The impact of entrustment assessments on feedback and learning: Trainee perspectives. Medical Education 54:4, pages 328-336.
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Damian J. Castanelli, Jennifer M. Weller, Elizabeth Molloy & Margaret Bearman. (2019) Shadow systems in assessment: how supervisors make progress decisions in practice. Advances in Health Sciences Education 25:1, pages 131-147.
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Luke Hopkins, David BT Robinson, Christopher Brown, Tarig Abdelrahman, Arfon GMT Powell, M John Pollitt, Sarah Hemington-Gorse, Wyn G Lewis & Richard J Egan. (2020) Summative Supervisor Reporting: A Quality Performance Perspective. Journal of Surgical Education 77:1, pages 88-95.
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Christina E. Johnson, Jennifer L. Keating, Melanie K. Farlie, Fiona Kent, Michelle Leech & Elizabeth K. Molloy. (2019) Educators’ behaviours during feedback in authentic clinical practice settings: an observational study and systematic analysis. BMC Medical Education 19:1.
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Luke Hopkins, David B.T. Robinson, Christopher Brown, Richard Egan, Awen Iorwerth, Mark Holt & Wyn G. Lewis. (2019) Trauma and Orthopedic Surgery Curriculum Concordance: An Operative Learning Curve Trajectory Perspective. Journal of Surgical Education 76:6, pages 1569-1578.
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Robert Pearse Piggott, John Charles Kelly & Ruairi Farrell MacNiocaill. (2019) Satisfaction of the Irish Trauma and Orthopaedic training programme with the Intercollegiate Surgical Curriculum Programme. Irish Journal of Medical Science (1971 -) 188:4, pages 1221-1226.
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Ahmed Latif, Luke Hopkins, David Robinson, Christopher Brown, Tarig Abdelrahman, Richard Egan, Awen Iorwerth, John Pollitt & Wyn G. Lewis. (2019) Influence of Trainer Role, Subspecialty and Hospital Status on Consultant Workplace-based Assessment Completion. Journal of Surgical Education 76:4, pages 1068-1075.
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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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Warren J. CheungAndrea M. PateyJason R. FrankMeredith MackaySylvain Boet. (2019) Barriers and Enablers to Direct Observation of Trainees’ Clinical Performance: A Qualitative Study Using the Theoretical Domains Framework. Academic Medicine 94:1, pages 101-114.
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Daniel J Brierley, Paula M Farthing & Sandra Zijlstra-Shaw. (2018) Assessors’ and trainees’ perceptions of workplace-based assessments in histopathology. Journal of Clinical Pathology 71:12, pages 1100-1107.
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Anne GauntDeborah H. MarkhamTeresa R.B. Pawlikowska. (2018) Exploring the Role of Self-Motives in Postgraduate Trainees’ Feedback-Seeking Behavior in the Clinical Workplace: A Multicenter Study of Workplace-Based Assessments From the United Kingdom. Academic Medicine 93:10, pages 1576-1583.
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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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