Citations (456)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (82)
Katie Stringer Lucero & Donald E. Moore. (2023) Continuing Medical Education Outcomes are Much More Than Statistical Significance. Journal of CME 12:1.
Read now
Read now
Rebecca Bevan, Verity Pacey, Joel Fuller, Vidya Lawton & Taryn Jones. (2023) Physiotherapy student perceptions of the feasibility, acceptability and appropriateness of continuous adaptive assessment. Assessment & Evaluation in Higher Education 48:8, pages 1268-1282.
Read now
Read now
Joey Bernal, Nicole Cresalia, Jessica Fuller, Brian Gin, Ellen Laves, Katherine Lupton, Anna Malkina, Andrea Marmor, Dan Wheeler, Mia Williams & Sandrijn van Schaik. (2023) Comprehensive Assessment of Clinical Learning Environments to Drive Improvement: Lessons Learned from a Pilot Program. Teaching and Learning in Medicine 35:5, pages 565-576.
Read now
Read now
Juuso Henrik Nieminen & Lili Yang. (2023) Assessment as a matter of being and becoming: theorising student formation in assessment. Studies in Higher Education 0:0, pages 1-14.
Read now
Read now
Dario Torre, Deborah German, Barbara Daley & David Taylor. (2023) Concept mapping: An aid to teaching and learning: AMEE Guide No. 157. Medical Teacher 45:5, pages 455-463.
Read now
Read now
Kuo-Chen Liao & Chang-Hsuan Peng. (2023) Evolving from Didactic to Dialogic: How to Improve Faculty Development and Support Faculty Developers by Using Action Research. Teaching and Learning in Medicine 0:0, pages 1-11.
Read now
Read now
James G. Boyle, Matthew R. Walters, Susan Jamieson & Steven J. Durning. (2023) Distributed cognition: Theoretical insights and practical applications to health professions education: AMEE Guide No. 159. Medical Teacher 0:0, pages 1-11.
Read now
Read now
Joanna Tai, Rola Ajjawi, Margaret Bearman, David Boud, Phillip Dawson & Trina Jorre de St Jorre. (2023) Assessment for inclusion: rethinking contemporary strategies in assessment design. Higher Education Research & Development 42:2, pages 483-497.
Read now
Read now
Nicholas E. Handoyo, Mora Claramita, Marselino K. P. Abdi Keraf, Julie Ash, Lambert Schuwirth & Gandes R. Rahayu. (2023) The importance of developing meaningfulness and manageability for resilience in rural doctors. Medical Teacher 45:1, pages 32-39.
Read now
Read now
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.
Read now
Read now
Nicholas Charlton, Katie Weir & Richard Newsham-West. (2022) Assessment planning at the program-level: a higher education policy review in Australia. Assessment & Evaluation in Higher Education 47:8, pages 1475-1488.
Read now
Read now
Cecile Janse van Rensburg, Stephen A. Coetzee & Astrid Schmulian. (2022) Talking during a test?! Embracing mobile instant messaging during assessment. Assessment & Evaluation in Higher Education 47:8, pages 1388-1400.
Read now
Read now
Yvonne Hodgson, Robyn Cant, Josephine Tighe & Loretta Garvey. (2022) Students’ perceptions and experiences of assessment and feedback in three years of a biomedicine degree. Journal of Further and Higher Education 46:9, pages 1212-1228.
Read now
Read now
Cecile Janse van Rensburg, Stephen A. Coetzee & Astrid Schmulian. (2022) Developing digital creativity through authentic assessment. Assessment & Evaluation in Higher Education 47:6, pages 857-877.
Read now
Read now
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.
Read now
Read now
Marcus Law, Paula Veinot, Maria Mylopoulos, Pier Bryden & Ryan Brydges. (2022) Applying activity theory to undergraduate medical curriculum reform: Lessons in contradictions from multiple stakeholders’ perspectives. Medical Teacher 44:7, pages 800-811.
Read now
Read now
Abdulkareem M Albekairy, Aiman A Obaidat, Mansour S Alsharidah, Abdulmajeed A Alqasomi, Abdulrhman S Alsayari, Ahmad A Albarraq, Ahmad M Aljabri, Alian A Alrasheedy, Bader H Alsuwayt, Bandar E Aldhubiab, Faisal A Almaliki, Majed M Alrobaian, Mohammad A Aref, Najla A Altwaijry, Nasser H Alotaibi, Saad A Alkahtani, Saleh A Bahashwan & Yaser A Alahmadi. (2021) Evaluation of the Potential of National Sharing of a Unified Progress Test Among Colleges of Pharmacy in the Kingdom of Saudi Arabia. Advances in Medical Education and Practice 12, pages 1465-1475.
Read now
Read now
Sylvia Heeneman, Lubberta H. de Jong, Luke J. Dawson, Tim J. Wilkinson, Anna Ryan, Glendon R. Tait, Neil Rice, Dario Torre, Adrian Freeman & Cees P. M. van der Vleuten. (2021) Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles. Medical Teacher 43:10, pages 1139-1148.
Read now
Read now
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.
Read now
Read now
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.
Read now
Read now
Jacob Pearce, Katharine Reid, Neville Chiavaroli & Dylan Hyam. (2021) Incorporating aspects of programmatic assessment into examinations: Aggregating rich information to inform decision-making. Medical Teacher 43:5, pages 567-574.
Read now
Read now
Aubrie Swan Sein, Hanin Rashid, Jennifer Meka, Jonathan Amiel & William Pluta. (2021) Twelve tips for embedding assessment for and as learning practices in a programmatic assessment system. Medical Teacher 43:3, pages 300-306.
Read now
Read now
B McEllistrem, A Barrett & K Hanley. (2021) Performance in practice; exploring trainer and trainee experiences of user-designed formative assessment tools. Education for Primary Care 32:1, pages 27-33.
Read now
Read now
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.
Read now
Read now
Samantha Halman, Angel Yi Nam Fu & Debra Pugh. (2020) Entrustment within an objective structured clinical examination (OSCE) progress test: Bridging the gap towards competency-based medical education. Medical Teacher 42:11, pages 1283-1288.
Read now
Read now
J. L. Kertesz & P. Brett. (2020) Defining and designing impact consciousness in teacher education. Teaching Education 31:4, pages 363-380.
Read now
Read now
Nawaaz A. Nathoo, Ravi Sidhu & Andrea Gingerich. (2020) Educational Impact Drives Feasibility of Implementing Daily Assessment in the Workplace. Teaching and Learning in Medicine 32:4, pages 389-398.
Read now
Read now
Gurvinder S. Sahota & Jaspal S. Taggar. (2020) The association between Situational Judgement Test (SJT) scores and professionalism concerns in undergraduate medical education. Medical Teacher 42:8, pages 937-943.
Read now
Read now
Jennifer Cleland, Judy McKimm, Richard Fuller, David Taylor, Janusz Janczukowicz & Trevor Gibbs. (2020) Adapting to the impact of COVID-19: Sharing stories, sharing practice. Medical Teacher 42:7, pages 772-775.
Read now
Read now
Michael J. Peeters & Martha E. Sexton. (2020) Use of reflective writing within interprofessional education: a mixed-methods analysis. Journal of Interprofessional Care 34:3, pages 307-314.
Read now
Read now
Aileen Barrett & Karena Hanley. (2020) Myths and legends in workplace-based assessment; it’s all about perspective?. Education for Primary Care 31:2, pages 74-80.
Read now
Read now
Dario M. Torre, L. W. T. Schuwirth & C. P. M. Van der Vleuten. (2020) Theoretical considerations on programmatic assessment. Medical Teacher 42:2, pages 213-220.
Read now
Read now
Khaled Khalaf, Mohamed El-Kishawi, Mohammad Adel Moufti & Sausan Al Kawas. (2020) Introducing a comprehensive high-stake online exam to final-year dental students during the COVID-19 pandemic and evaluation of its effectiveness. Medical Education Online 25:1.
Read now
Read now
Michelle McLean, Carmel Tepper, Neelam Maheshwari, Victoria Brazil & Christian Moro. (2020) Developing future medical educators in an Australian medical program: supervisors’ reflections on the first four years of MD Professional Project implementation. Medical Education Online 25:1.
Read now
Read now
M. E. De Vos, L. K. J. Baartman, C. P. M. Van Der Vleuten & E. De Bruijn. (2019) Exploring how educators at the workplace inform their judgement of students’ professional performance. Journal of Education and Work 32:8, pages 693-706.
Read now
Read now
Anita Acai, Shelly-Anne Li, Jonathan Sherbino & Teresa M. Chan. (2019) Attending Emergency Physicians’ Perceptions of a Programmatic Workplace-Based Assessment System: The McMaster Modular Assessment Program (McMAP). Teaching and Learning in Medicine 31:4, pages 434-444.
Read now
Read now
Wichard Zwaal. (2019) Assessment for problem-based learning. Research in Hospitality Management 9:2, pages 77-82.
Read now
Read now
Jane Griffiths, Nancy Dalgarno, Karen Schultz, Han Han & Elaine van Melle. (2019) Competency-Based Medical Education implementation: Are we transforming the culture of assessment?. Medical Teacher 41:7, pages 811-818.
Read now
Read now
Astrid Schmulian & Stephen A. Coetzee. (2019) Students’ experience of team assessment with immediate feedback in a large accounting class. Assessment & Evaluation in Higher Education 44:4, pages 516-532.
Read now
Read now
Natalia M. Binczyk, Oksana Babenko, Shirley Schipper & Shelley Ross. (2019) Unexpected result of competency-based medical education: 9-year application trends to enhanced skills programs by family medicine residents at a single institution in Canada. Education for Primary Care 30:3, pages 152-157.
Read now
Read now
Debra Pugh, André De Champlain & Claire Touchie. (2019) Plus ça change, plus c’est pareil: Making a continued case for the use of MCQs in medical education. Medical Teacher 41:5, pages 569-577.
Read now
Read now
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.
Read now
Read now
Jeffrey B. Bird, Doreen M. Olvet, Joanne M. Willey & Judith Brenner. (2019) Patients don’t come with multiple choice options: essay-based assessment in UME. Medical Education Online 24:1.
Read now
Read now
Marieke de Visser, Roland F Laan, Rik Engbers, Janke Cohen-Schotanus & Cornelia Fluit. (2018) Selection as a learning experience: an exploratory study. Advances in Medical Education and Practice 9, pages 345-355.
Read now
Read now
Tim J Wilkinson & Michael J Tweed. (2018) Deconstructing programmatic assessment. Advances in Medical Education and Practice 9, pages 191-197.
Read now
Read now
Vijay John Daniels & Debra Pugh. (2018) Twelve tips for developing an OSCE that measures what you want. Medical Teacher 40:12, pages 1208-1213.
Read now
Read now
John Norcini, M. Brownell Anderson, Valdes Bollela, Vanessa Burch, Manuel João Costa, Robbert Duvivier, Richard Hays, Maria Felisa Palacios Mackay, Trudie Roberts & David Swanson. (2018) 2018 Consensus framework for good assessment. Medical Teacher 40:11, pages 1102-1109.
Read now
Read now
Rebecca Stewart, Nick Cooling, Graham Emblen, Allison Turnock, Amanda Tapley, Elizabeth Holliday, Jean Ball, Jennifer Juckel & Parker Magin. (2018) Early predictors of summative assessment performance in general practice post-graduate training: A retrospective cohort study. Medical Teacher 40:11, pages 1166-1174.
Read now
Read now
Ronald M. Harden. (2018) Ten key features of the future medical school—not an impossible dream. Medical Teacher 40:10, pages 1010-1015.
Read now
Read now
Richard Hays. (2018) Establishing a new medical school: A contemporary approach to personalizing medical education. Medical Teacher 40:10, pages 990-995.
Read now
Read now
Rebecca Udemans, Marie-Louise Stokes, Louise Rigby, Priya Khanna & Jonathan Christiansen. (2018) Educational renewal of physician training in Australia and New Zealand: Multiple educational innovations in a complex environment. Medical Teacher 40:6, pages 627-632.
Read now
Read now
Kulamakan Kulasegaram, Maria Mylopoulos, Paul Tonin, Stacey Bernstein, Pier Bryden, Marcus Law, Jana Lazor, Richard Pittini, Sanjeev Sockalingam, Glendon R. Tait & Patricia Houston. (2018) The alignment imperative in curriculum renewal. Medical Teacher 40:5, pages 443-448.
Read now
Read now
Olle ten Cate, Lysanne Graafmans, Indra Posthumus, Lisanne Welink & Marijke van Dijk. (2018) The EPA-based Utrecht undergraduate clinical curriculum: Development and implementation. Medical Teacher 40:5, pages 506-513.
Read now
Read now
Michael L. Green, Jeremy J. Moeller & Judy M. Spak. (2018) Test-enhanced learning in health professions education: A systematic review: BEME Guide No. 48. Medical Teacher 40:4, pages 337-350.
Read now
Read now
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.
Read now
Read now
Paul Worley. (2018) Why do we persist with teaching students in antagonistic unrepresentative learning environments?. Education for Primary Care 29:1, pages 11-12.
Read now
Read now
Chris Roberts, Priya Khanna, Louise Rigby, Emma Bartle, Anthony Llewellyn, Julie Gustavs, Libby Newton, James P. Newcombe, Mark Davies, Jill Thistlethwaite & James Lynam. (2018) Utility of selection methods for specialist medical training: A BEME (best evidence medical education) systematic review: BEME guide no. 45. Medical Teacher 40:1, pages 3-19.
Read now
Read now
Gary D. Rogers, Amary Mey & Pit Cheng Chan. (2017) Development of a phenomenologically derived method to assess affective learning in student journals following impactive educational experiences. Medical Teacher 39:12, pages 1250-1260.
Read now
Read now
Harm Peters, Ylva Holzhausen, Christy Boscardin, Olle ten Cate & H. Carrie Chen. (2017) Twelve tips for the implementation of EPAs for assessment and entrustment decisions. Medical Teacher 39:8, pages 802-807.
Read now
Read now
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.
Read now
Read now
Eric S. Holmboe, Jonathan Sherbino, Robert Englander, Linda Snell & Jason R. Frank. (2017) A call to action: The controversy of and rationale for competency-based medical education. Medical Teacher 39:6, pages 574-581.
Read now
Read now
Richard Fuller, Matt Homer, Godfrey Pell & Jennifer Hallam. (2017) Managing extremes of assessor judgment within the OSCE. Medical Teacher 39:1, pages 58-66.
Read now
Read now
Mirjam G. A. oude Egbrink & Lambert W. T. Schuwirth. (2016) Narrative information obtained during student selection predicts problematic study behavior. Medical Teacher 38:8, pages 844-849.
Read now
Read now
Joost Dijkstra, Mieke Latijnhouwers, Adriaan Norbart & René A. Tio. (2016) Assessing the “I” in group work assessment: State of the art and recommendations for practice. Medical Teacher 38:7, pages 675-682.
Read now
Read now
Jimmie Leppink & Robbert Duvivier. (2016) Twelve tips for medical curriculum design from a cognitive load theory perspective. Medical Teacher 38:7, pages 669-674.
Read now
Read now
S. Beth Bierer. (2016) Handbook on Medical Student Evaluation and Assessment, . Teaching and Learning in Medicine 28:3, pages 337-338.
Read now
Read now
Olle ten Cate, Huiju Carrie Chen, Reinier G. Hoff, Harm Peters, Harold Bok & Marieke van der Schaaf. (2015) Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99. Medical Teacher 37:11, pages 983-1002.
Read now
Read now
C.P.M. Van Der Vleuten, L.W.T. Schuwirth, E.W. Driessen, M.J.B. Govaerts & S. Heeneman. (2015) Twelve Tips for programmatic assessment. Medical Teacher 37:7, pages 641-646.
Read now
Read now
Anjali Solanki & Surender Kashyap. (2014) Medical education in India: Current challenges and the way forward. Medical Teacher 36:12, pages 1027-1031.
Read now
Read now
Sören Huwendiek, Cecilia Duncker, Friedrich Reichert, Bas A. De Leng, Diana Dolmans, Cees P. M. van der Vleuten, Martin Haag, Georg Friedrich Hoffmann & Burkhard Tönshoff. (2013) Learner preferences regarding integrating, sequencing and aligning virtual patients with other activities in the undergraduate medical curriculum: A focus group study. Medical Teacher 35:11, pages 920-929.
Read now
Read now
Marja G. K. Dijksterhuis, Lambert W. T. Schuwirth, Didi D. M. Braat, Pim W. Teunissen & Fedde Scheele. (2013) A qualitative study on trainees’ and supervisors’ perceptions of assessment for learning in postgraduate medical education. Medical Teacher 35:8, pages e1396-e1402.
Read now
Read now
Trudie E. Roberts. (2013) Assessment est mort, vive assessment. Medical Teacher 35:7, pages 535-536.
Read now
Read now
Elaine F. Dannefer. (2013) Beyond assessment of learning toward assessment for learning: Educating tomorrow's physicians. Medical Teacher 35:7, pages 560-563.
Read now
Read now
Lambert Schuwirth & Julie Ash. (2013) Assessing tomorrow's learners: In competency-based education only a radically different holistic method of assessment will work. Six things we could forget. Medical Teacher 35:7, pages 555-559.
Read now
Read now
Richard Hays. (2013) Integration in medical education: what do we mean?. Education for Primary Care 24:3, pages 151-152.
Read now
Read now
DavidB. Swanson & CeesP.M. van der Vleuten. (2013) Assessment of Clinical Skills With Standardized Patients: State of the Art Revisited. Teaching and Learning in Medicine 25:sup1, pages S17-S25.
Read now
Read now
JenniferR. Kogan & Eric Holmboe. (2013) Realizing the Promise and Importance of Performance-Based Assessment. Teaching and Learning in Medicine 25:sup1, pages S68-S74.
Read now
Read now
Fabrizio Consorti, Mariagiovanna Notarangelo, Laura Potasso & Emanuele Toscano. (2012) Developing professionalism in Italian medical students: an educational framework. Advances in Medical Education and Practice 3, pages 55-60.
Read now
Read now
Hanan M. Al-Kadri, Mohamed S. Al-moamary, Chris roberts & Cees P.M. Van der vleuten. (2012) Exploring assessment factors contributing to students' study strategies: Literature review. Medical Teacher 34:sup1, pages S42-S50.
Read now
Read now
Faysal Altahawi, Bryan Sisk, Stacey Poloskey, Caitlin Hicks & Elaine F. Dannefer. (2012) Student perspectives on assessment: Experience in a competency-based portfolio system. Medical Teacher 34:3, pages 221-225.
Read now
Read now
Elaine F. Dannefer, S. Beth Bierer & Sophia P. Gladding. (2012) Evidence within a portfolio-based assessment program: What do medical students select to document their performance?. Medical Teacher 34:3, pages 215-220.
Read now
Read now
C. P. M. van der Vleuten, L. W. T. Schuwirth, E. W. Driessen, J. Dijkstra, D. Tigelaar, L. K. J. Baartman & J. van Tartwijk. (2012) A model for programmatic assessment fit for purpose. Medical Teacher 34:3, pages 205-214.
Read now
Read now
Articles from other publishers (374)
Andreia Costa & I Anna S Olsson. (2023) The importance of methodological detail and conceptual context when presenting laboratory animal science education tools. Laboratory Animals 57:6, pages 676-677.
Crossref
Crossref
Ricky Ellis, Jennifer Cleland, Duncan SG. Scrimgeour, Amanda J. Lee, John Hines & Peter A. Brennan. (2023) Establishing the predictive validity of the intercollegiate membership of the Royal Colleges of surgeons written examination: MRCS Part A. The Surgeon 21:6, pages 323-330.
Crossref
Crossref
Walter Tavares, Benjamin Kinnear, Daniel J. Schumacher & Milena Forte. (2023) “Rater training” re-imagined for work-based assessment in medical education. Advances in Health Sciences Education 28:5, pages 1697-1709.
Crossref
Crossref
Paul R. Kemp, Jacob M. Bradshaw, Brijmohan Pandya, Daniel Davies, Mary J. Morrell & Amir H. Sam. (2023) The validity of Engagement and Feedback Assessments (EFAs): identifying students at risk of failing. BMC Medical Education 23:1.
Crossref
Crossref
Katie Stringer Lucero, Betsy Williams & Donald E. Moore. (2023) The Emerging Role of Reinforcement in the Clinician's Path from Continuing Education to Practice. Journal of Continuing Education in the Health Professions.
Crossref
Crossref
Jeroen van der Linden, Cees van der Vleuten, Loek Nieuwenhuis & Tamara van Schilt-Mol. (2023) Formative Use of Assessment to Foster Self-Regulated Learning: the Alignment of Teachers’ Conceptions and Classroom Assessment Practices. Journal of Formative Design in Learning.
Crossref
Crossref
Ivanna Natasha MaxsonErik SuKyle A. BrownM. Hossein TcharmtchiSarah GinsburgVidit BhargavaJesse WengerGabriela I. CentersKiyetta H. AladeStephanie K. LeungSharada H. GowdaSaul FloresAlan RileySatid Thammasitboon. (2023) A Program of Assessment Model for Point-of-Care Ultrasound Training for Pediatric Critical Care Providers: A Comprehensive Approach to Enhance Competency-Based Point-of-Care Ultrasound Training. Pediatric Critical Care Medicine 24:11, pages e511-e519.
Crossref
Crossref
Ricky Ellis, Jennifer Cleland, Duncan SG. Scrimgeour, Amanda J. Lee, John Hines & Peter A. Brennan. (2023) Establishing the predictive validity of the intercollegiate membership of the Royal Colleges of surgeons written examination: MRCS part B. The Surgeon 21:5, pages 278-284.
Crossref
Crossref
Fabian Stoehr, Benedikt Kämpgen, Lukas Müller, Laura Oleaga Zufiría, Vanesa Junquero, Cristina Merino, Peter Mildenberger & Roman Kloeckner. (2023) Natural language processing for automatic evaluation of free-text answers — a feasibility study based on the European Diploma in Radiology examination. Insights into Imaging 14:1.
Crossref
Crossref
Sandra Patricia Usaquén-Perilla, Deliana Ropero-Rojas, Jaime Mosquera-Restrepo, Jonathan D. Kirsch, Zachary P. Kaltenborn, José Isidro García-Melo & Lyda Elena Osorio-Amaya. (2023) Control charts to establish and monitor proficiency in the detection of pulmonary B-lines with Point of Care Ultrasound. Ingenieria y Universidad 27.
Crossref
Crossref
Jennifer Weller & Ruth Gotian. (2023) Evolution of the feedback conversation in anaesthesia education: a narrative review. British Journal of Anaesthesia 131:3, pages 503-509.
Crossref
Crossref
Colin J. McMahon, Ornella Milanesi, Olli Pitkänen-Argillander, Dimpna C. Albert-Brotons, Ina Michel-Behnke, Inga Voges, Skaiste Sendzikaite & Ruth Heying. (2023) Assessment for learning of paediatric cardiology trainees in 41 centres from 19 European countries. Cardiology in the Young, pages 1-9.
Crossref
Crossref
Jonathan Kibble & Jeffrey Plochocki. (2023) Comparing Machine Learning Models and Human Raters When Ranking Medical Student Performance Evaluations. Journal of Graduate Medical Education 15:4, pages 488-493.
Crossref
Crossref
Rosemary B. Bassey, Robert V. Hill & William P. Rennie. (2023) Integration of physiology in a curriculum on human structure: a snapshot of the cardiovascular block. Frontiers in Physiology 14.
Crossref
Crossref
Lianne M. Loosveld, Erik W. Driessen, Mattias Theys, Pascal W. M. Van Gerven & Eline Vanassche. (2023) Combining Support and Assessment in Health Professions Education: Mentors’ and Mentees’ Experiences in a Programmatic Assessment Context. Perspectives on Medical Education 12:1.
Crossref
Crossref
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.
Crossref
Crossref
Mirriam Shawa, Beloved Masava, Pritchard Mutimbe, Tawanda Nyoni, Khantse Mokhele, Mapoea Shale, Eva Mukurunge & Champion Nyoni. (2023)
Fidelity of implementing a competency‐based nursing programme during the
COVID
‐19 pandemic: A case study
. Nursing Open 10:7, pages 4346-4358.
Crossref
Crossref
Cristhiam David Sánchez-Corredor & Jorge Andrés Rubio-Romero. (2023) Reflexiones sobre el papel del profesional de la salud-profesor en la educación en áreas de la salud. Revista Colombiana de Obstetricia y Ginecología 74:2, pages 122-124.
Crossref
Crossref
Luis Carlos Domínguez-Torres & Neil Valentín Vega-Peña. (2023) Las pirámides de la educación médica: una síntesis sobre su conceptualización y utilidad. Revista Colombiana de Obstetricia y Ginecología 74:2, pages 163-174.
Crossref
Crossref
Heriberto Rodríguez Frausto, Fabiola Rochin Berumen, Eduardo Ruiz Fernández & Juan Ramírez Chequer. (2023) Evaluación de la estadía profesionalizante y de los supervisores expertos de la práctica veterinaria formativa en los contextos reales. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades 4:2.
Crossref
Crossref
J.D. Aquerreta Beola & L. Arbea Moreno. (2023) Metodologías docentes en la enseñanza de la radiología pregrado. Radiología.
Crossref
Crossref
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.
Crossref
Crossref
Sejin Kim, Hyeyoon Jeong, Hyena Cho & Jihye Yu. (2023) Extracurricular activities in medical education: an integrative literature review. BMC Medical Education 23:1.
Crossref
Crossref
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.
Crossref
Crossref
Craig Woods, Shehzad Naroo, Fabrizio Zeri, May Bakkar, Fakhruddin Barodawala, Vicki Evans, Daddi Fadel, Lavanya Kalikivayi, Madalena Lira, Vinod Maseedupally, Sonia Trave Huarte & Frank Eperjesi. (2023) Evidence for commonly used teaching, learning and assessment methods in contact lens clinical skills education. Contact Lens and Anterior Eye 46:2, pages 101821.
Crossref
Crossref
Pascale Avery, Charlotte Thompson & Philip Cowburn. (2023) Training the trainers: improving the quality of education delivered to paramedics through a simulation-debrief model. British Paramedic Journal 7:4, pages 51-56.
Crossref
Crossref
Demelza J Green & Christine J Heales. (2023) Progress testing: An educational perspective exploring the rationale for progress testing and its introduction into a Diagnostic Radiography curriculum. Journal of Medical Imaging and Radiation Sciences 54:1, pages 35-42.
Crossref
Crossref
Patricia Adam, Larry B. Mauksch, Dana L. Brandenburg, Christine Danner & Valerie R. Ross. (2023) Optimal training in communication model (OPTiCOM): A programmatic roadmap. Patient Education and Counseling 107, pages 107573.
Crossref
Crossref
Jeroen van der Linden, Tamara van Schilt-Mol, Loek Nieuwenhuis & Cees van der Vleuten. (2023) Perceived control decisions in preparation for a summative achievement test in higher education. Frontiers in Education 7.
Crossref
Crossref
Luiz Ernesto de Almeida Troncon, Lucila Leico Kagohara Elias, Mariana Kiomy Osako, Elen Almeida Romão, Valdes Roberto Bollela & Júlio Cesar Moriguti. (2023) Reflections on the use of the Progress Test in the programmatic student assessment. Revista Brasileira de Educação Médica 47:2.
Crossref
Crossref
Luiz Ernesto de Almeida Troncon, Lucila Leico Kagohara Elias, Mariana Kiomy Osako, Elen Almeida Romão, Valdes Roberto Bollela & Júlio Cesar Moriguti. (2023) Reflexões sobre a utilização do Teste de Progresso na avaliação programática do estudante. Revista Brasileira de Educação Médica 47:2.
Crossref
Crossref
Vanessa Lavallard, Bernard Cerutti, Marie-Claude Audétat-Voirol, Barbara Broers, Julia Sader, Annick Galetto-Lacour, Stéphane Hausmann, Georges L. Savoldelli, Mathieu Nendaz & Monica Escher. (2023) Formative assessments during COVID-19 pandemic: an observational study on performance and experiences of medical students. MedEdPublish 13, pages 7.
Crossref
Crossref
Vanessa Lavallard, Bernard Cerutti, Marie-Claude Audétat-Voirol, Barbara Broers, Julia Sader, Annick Galetto-Lacour, Stéphane Hausmann, Georges L. Savoldelli, Mathieu Nendaz & Monica Escher. (2023) Formative assessments during COVID-19 pandemic: an observational study on performance and experiences of medical students. MedEdPublish 13, pages 7.
Crossref
Crossref
Vanessa Lavallard, Bernard Cerutti, Marie-Claude Audétat-Voirol, Barbara Broers, Julia Sader, Annick Galetto-Lacour, Stéphane Hausmann, Georges L. Savoldelli, Mathieu Nendaz & Monica Escher. (2023) Formative assessments during COVID-19 pandemic: an observational study on performance and experiences of medical students. MedEdPublish 13, pages 7.
Crossref
Crossref
Tiffany Gunning, Chie Adachi & Joanna Tai. 2023. Technology-Enhanced Learning and the Virtual University. Technology-Enhanced Learning and the Virtual University
353
373
.
Tiffany Gunning, Chie Adachi & Joanna Tai. 2023. Technology-Enhanced Learning and the Virtual University. Technology-Enhanced Learning and the Virtual University
1
21
.
Viktor Arity, Gillian Vesty & Belinda Moloney. 2023. Handbook of Big Data and Analytics in Accounting and Auditing. Handbook of Big Data and Analytics in Accounting and Auditing
361
393
.
Iris Lindemann, Julie Ash & Janice Orrell. 2023. Clinical Education for the Health Professions. Clinical Education for the Health Professions
1203
1220
.
Susan M. Wearne & James B. Brown. 2023. Clinical Education for the Health Professions. Clinical Education for the Health Professions
49
68
.
David J. Coker. 2023. Clinical Education for the Health Professions. Clinical Education for the Health Professions
29
47
.
Sarah E. M. Meek, Hilary Neve & Andy Wearn. 2023. Clinical Education for the Health Professions. Clinical Education for the Health Professions
361
383
.
Simone Gibson & Claire Palermo. 2023. Clinical Education for the Health Professions. Clinical Education for the Health Professions
985
998
.
Marianne Mak-van der Vossen, Sjoukje van den Broek, Walther van Mook & Marian Wolters. 2023. Remediation in Medical Education. Remediation in Medical Education
163
181
.
Muhammad Zafar Iqbal & Mona Hmoud AlSheikh. 2023. Written Assessment in Medical Education. Written Assessment in Medical Education
155
167
.
Clément Buléon, Laurent Mattatia, Rebecca D. Minehart, Jenny W. Rudolph, Fernande J. Lois, Erwan Guillouet, Anne-Laure Philippon, Olivier Brissaud, Antoine Lefevre-Scelles, Dan Benhamou, François Lecomte, the SoFraSimS Assessment with simul group, Anne Bellot, Isabelle Crublé, Guillaume Philippot, Thierry Vanderlinden, Sébastien Batrancourt, Claire Boithias-Guerot, Jean Bréaud, Philine de Vries, Louis Sibert, Thierry Sécheresse, Virginie Boulant, Louis Delamarre, Laurent Grillet, Marianne Jund, Christophe Mathurin, Jacques Berthod, Blaise Debien, Olivier Gacia, Guillaume Der Sahakian, Sylvain Boet, Denis Oriot & Jean-Michel Chabot. (2022) Simulation-based summative assessment in healthcare: an overview of key principles for practice. Advances in Simulation 7:1.
Crossref
Crossref
Steven Rougas, Andrea Berry, S. Beth Bierer, Rebecca D. Blanchard, Anna T. Cianciolo, Jorie M. Colbert-Getz, Heeyoung Han, Kaitlin Lipner & Cayla R. Teal. (2022) Applying Conceptual and Theoretical Frameworks to Health Professions Education Research: An Introductory Workshop. MedEdPORTAL.
Crossref
Crossref
Ingunn Aase, Kristin Akerjordet, Patrick Crookes, Christina T. Frøiland & Kristin A. Laugaland. (2022) Exploring the formal assessment discussions in clinical nursing education: An observational study. BMC Nursing 21:1.
Crossref
Crossref
Mary Goble, Andrew Whitfield, Joseph Ogden-Newton & Pirashanthie Vivekananda-Schmidt. (2022) Curricular changes and interim posts during Covid-19: graduates’ perspectives. BMC Medical Education 22:1.
Crossref
Crossref
Takeshi Kondo, Hiroshi Nishigori & Cees van der Vleuten. (2022) Locally adapting generic rubrics for the implementation of outcome-based medical education: a mixed-methods approach. BMC Medical Education 22:1.
Crossref
Crossref
Mariel James, Ana Madeira Teixeira Baptista, Deepak Barnabas, Agata Sadza, Susan Smith, Omar Usmani & Chris John. (2022) Collaborative case-based learning with programmatic team-based assessment: a novel methodology for developing advanced skills in early-years medical students. BMC Medical Education 22:1.
Crossref
Crossref
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.
Crossref
Crossref
Erin R. Higginson. 2022. Research, Practice, and Innovations in Teacher Education During a Virtual Age. Research, Practice, and Innovations in Teacher Education During a Virtual Age
79
97
.
Gabriël Rafaël Cantaert, Peter Pype, Martin Valcke & Emelien Lauwerier. (2022) Interprofessional Identity in Health and Social Care: Analysis and Synthesis of the Assumptions and Conceptions in the Literature. International Journal of Environmental Research and Public Health 19:22, pages 14799.
Crossref
Crossref
Heleen van Ravenswaaij, Rianne A. M. Bouwmeester, Marieke F. van der Schaaf, Gönül Dilaver, Harold V. M. van Rijen & Renske A. M. de Kleijn. (2022) The generic skills learning systematic: Evaluating university students’ learning after complex problem-solving. Frontiers in Education 7.
Crossref
Crossref
Benjamin Kinnear, Daniel J. Schumacher, Erik W. Driessen & Lara Varpio. (2022) How argumentation theory can inform assessment validity: A critical review. Medical Education 56:11, pages 1064-1075.
Crossref
Crossref
Kayla M. Marcotte, Amy L. Holmstrom, Angela E. Thelen, Rebecca Gates, Brian C. George & Andrew E. Krumm. (2022) Opportunities to Increase Workplace Feedback: A Multi-institutional Examination. Journal of Surgical Education 79:6, pages e124-e129.
Crossref
Crossref
Julia Venter, Stephen A. Coetzee & Astrid Schmulian. (2022) Developing accounting students’ team innovation through assessment. The International Journal of Management Education 20:3, pages 100673.
Crossref
Crossref
M. Naidoo, P. Brijlal, R. Cader, N. A. Gordon, C. A. Rayner & K. Viljoen. (2022) Development of a competency-based clinical assessment instrument for exit level Oral Hygiene students at the University of Western Cape. BMC Oral Health 22:1.
Crossref
Crossref
Nichola McLarnon, Maggie Hutchings, Veronica O'Carroll, Lisa-Christin Wetzlmair, Sharron Blumenthal, Louise Boyle, Alla El-Awaisi, Jane Greaves, Vikki Park & Alison Power. (2022) Rethinking assessment for interprofessional learning during COVID-19: steering a middle course. British Journal of Midwifery 30:10, pages 572-581.
Crossref
Crossref
Douglas GJ McKechnie, Neelam Parmar, Sarah Armstrong, Lucy Pratt, Lindsey Pope, Hugh Alberti & Sophie Park. (2022) General practice and the Medical Licensing Assessment. British Journal of General Practice 72:723, pages 497-498.
Crossref
Crossref
Marindra Firmansyah, Yoyo Suhoyo & Gandes Retno Rahayu. (2022) The determinant factors of medical students' learning behavior in the national medical competency examination in Indonesia: A qualitative study. Frontiers in Education 7.
Crossref
Crossref
Karly A. Pippitt, Kathryn B. Moore, Janet E. Lindsley, Paloma F. Cariello, Andrew G. Smith, Tim Formosa, Karen Moser, David A. Morton, Jorie M. Colbert-Getz & Candace J. Chow. (2022) Assessment for Learning with Ungraded and Graded Assessments. Medical Science Educator 32:5, pages 1045-1054.
Crossref
Crossref
Engin ÇİFTCİOĞLU, Zeynep ALTUNTAŞ & Ezgi ÇİFTCİOĞLU. (2022) Geçmişten Geleceğe Anatomi EğitimiAnatomy Education from the Past to the Future. Black Sea Journal of Health Science 5:3, pages 600-605.
Crossref
Crossref
Christopher J. Mooney, Stephen Joseph PowellSpencer DahlCarly EidusonBenjamin ReinhardtRobert Thompson Stone. (2022) Education Research: A Long-term Faculty Development Initiative Improves Specificity and Usefulness of Narrative Evaluations of Clerkship Students. Neurology Education 1:1.
Crossref
Crossref
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.
Crossref
Crossref
Silvia Pérez-Guillén, Andoni Carrasco-Uribarren, Carlos López-de Celis, Vanessa González-Rueda, Pere R. Rodríguez-Rubio & Sara Cabanillas-Barea. (2022) Students’ perceptions, engagement and satisfaction with the use of an e-rubric for the assessment of manual skills in physiotherapy. BMC Medical Education 22:1.
Crossref
Crossref
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.
Crossref
Crossref
Martha P. Seagrave, Lynn Foster-Johnson, John B. Waits, Katherine Margo & Shou Ling Leong. (2022) Enhancing Examination Success: the Cumulative Benefits of Self-Assessment Questions and Virtual Patient Cases. Medical Science Educator 32:5, pages 985-993.
Crossref
Crossref
Belinda Lowe, Jessica Ng, Stephanie Jordan, David Waynforth, Donald Angstetra & Victoria Brazil. (2022) Test‐enhanced learning improves learner attendance during a laparoscopic box trainer simulation program. Australian and New Zealand Journal of Obstetrics and Gynaecology 62:4, pages 589-595.
Crossref
Crossref
Ghaith Alfakhry, Khattab Mustafa, M. Abdulhadi Alagha, Obada Zayegh, Hussam Milly, Feras Al Shwikani & Issam Jamous. (2022) Peer-assessment ability of trainees in clinical restorative dentistry: can it be fostered?. BDJ Open 8:1.
Crossref
Crossref
Ryan R. Landoll, Layne D. Bennion, Ashley M. Maranich, Paul A. Hemmer, Dario Torre, Deanna N. Schreiber-Gregory, Steven J. Durning & Ting Dong. (2022) Extending growth curves: a trajectory monitoring approach to identification and interventions in struggling medical student learners. Advances in Health Sciences Education 27:3, pages 645-658.
Crossref
Crossref
Cristián Ruz, Sebastián Irarrázaval, Pablo Besa, Catalina Vidal, Claudio Nazar, Julian Varas, Ignacio Villagrán, Eduardo Fuentes-López & Arnoldo Riquelme. (2022) High-fidelity hybrid simulation not only optimizes skills acquisition but improves nontechnical skills. Global Surgical Education - Journal of the Association for Surgical Education 1:1.
Crossref
Crossref
Jimmie Leppink. (2022) Adaptive single case design (ASCD). Scientia Medica 32:1, pages e42370.
Crossref
Crossref
Roy Khalife, Manika Gupta, Carol Gonsalves, Yoon Soo Park, Janet Riddle, Ara Tekian & Tanya Horsley. (2022) Patient involvement in assessment of postgraduate medical learners: A scoping review. Medical Education 56:6, pages 602-613.
Crossref
Crossref
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.
Crossref
Crossref
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.
Crossref
Crossref
Mustafa Hussein Ajlan Al-Jarshawi & Ahmed Al-Imam. (2022) A Thousand Words About Modern Medical Education: A Mini-Review Concerning the Theory of Education. Journal of Medical Science 91:2, pages e636.
Crossref
Crossref
Vincent DionChristina St-OngeIlona BartmanClaire TouchieDebra Pugh. (2022) Written-Based Progress Testing: A Scoping Review. Academic Medicine 97:5, pages 747-757.
Crossref
Crossref
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.
Crossref
Crossref
Svetlana Michelle King, Lambert W. T. Schuwirth & Johanna H. Jordaan. (2022) Embedding a Coaching Culture into Programmatic Assessment. Education Sciences 12:4, pages 273.
Crossref
Crossref
Joyce M. W. Moonen-van Loon, Marjan Govaerts, Jeroen Donkers & Peter van Rosmalen. (2022) Toward Automatic Interpretation of Narrative Feedback in Competency-Based Portfolios. IEEE Transactions on Learning Technologies 15:2, pages 179-189.
Crossref
Crossref
Alayne Kealey, Fahad Alam, Lisa A. Bahrey, Clyde T. Matava, Graham A. McCreath & Catharine M. Walsh. (2022) Validity evidence for the Anesthesia Clinical Encounter Assessment (ACEA) tool to support competency-based medical education. British Journal of Anaesthesia 128:4, pages 691-699.
Crossref
Crossref
Lorena Isbej, Cynthia Cantarutti, Javiera Fuentes‐Cimma, Eduardo Fuentes‐López, Uriel Montenegro, Duniel Ortuño, Natacha Oyarzo, Claudia Véliz & Arnoldo Riquelme. (2021) The best mirror of the students' longitudinal performance: Portfolio or structured oral exam assessment at clerkship?. Journal of Dental Education 86:4, pages 383-392.
Crossref
Crossref
Filippo Sanfilippo, Tomas Blazauskas, Gionata Salvietti, Isabel Ramos, Silviu Vert, Jaziar Radianti, Tim Majchrzak & Daniel Oliveira. (2022) A Perspective Review on Integrating VR/AR with Haptics into STEM Education for Multi-Sensory Learning. Robotics 11:2, pages 41.
Crossref
Crossref
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.
Crossref
Crossref
Paraskevi Chatzina & Anna Mouti. (2022) Second Language Assessment Issues in Refugee and Migrant Children’s Integration and Education: Assessment Tools and Practices for Young Students with Refugee and Migrant Background in Greece. Languages 7:2, pages 82.
Crossref
Crossref
Jan Breckwoldt, Adrian P. Marty, Daniel Stricker, Raphael Stolz, Reto Thomasin, Niels Seeholzer, Joana Berger-Estilita, Robert Greif, Sören Huwendiek & Marco P. Zalunardo. (2022) Bottom-up feedback to improve clinical teaching: validation of the Swiss System for Evaluation of Teaching Qualities (SwissSETQ). Swiss Medical Weekly 152:1112, pages w30137.
Crossref
Crossref
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.
Crossref
Crossref
Charles A. Griffis, Deniz Dishman, Sarah E. Giron, Robyn C. Ward & Susan P. McMullan. (2021) Concept analysis of longitudinal assessment for professional continued certification. Nursing Forum 57:2, pages 311-317.
Crossref
Crossref
Shaun Prentice. (2021) Empowering or validity threat? Trainee control over workplace‐based assessments. Medical Education 56:3, pages 247-249.
Crossref
Crossref
V Spilchuk, R House, R Nisenbaum & D L Holness. (2022) Evaluation of an occupational medicine patient consultation note assessment tool. Occupational Medicine 72:2, pages 99-104.
Crossref
Crossref
Colin J McMahon, Justin T Tretter, Andrew N Redington, Frances Bu’Lock, Liesl Zühlke, Ruth Heying, Sandra Mattos, R Krishna Kumar, Jeffrey P Jacobs & Jonathan D Windram. (2021) Medical education and training within congenital cardiology: current global status and future directions in a post COVID-19 world. Cardiology in the Young 32:2, pages 185-197.
Crossref
Crossref
Daniel J. Schumacher, Pim W. Teunissen, Benjamin Kinnear & Erik W. Driessen. (2021) Assessing trainee performance: ensuring learner control, supporting development, and maximizing assessment moments. European Journal of Pediatrics 181:2, pages 435-439.
Crossref
Crossref
Jonathan Holfert, Marco R. Kesting & Mayte Buchbender. (2021) An observational study of learning effects of peer‐assisted learning tests in COVID‐19 pandemic times. Journal of Dental Education 86:2, pages 154-160.
Crossref
Crossref
AnjaliGiridhar Bhoyar, SunitaJayant Vagha, SeemaSathe Prakash & MithileshMurlidhar Dhamande. (2022) Utility of mini-peer assessment tool as a formative assessment tool for the postgraduate trainees from dental faculty in specialty of prosthodontics and crown and bridge. Journal of Datta Meghe Institute of Medical Sciences University 17:4, pages 925.
Crossref
Crossref
Katharine J. Reid, Neville G. Chiavaroli & Justin L. C. Bilszta. (2022) Assessing a Capstone Research Project in Medical Training: Examiner Consistency Using Generic Versus Domain-Specific Rubrics. Journal of Medical Education and Curricular Development 9, pages 238212052210818.
Crossref
Crossref
Claudia Schlegel, Dominik Stämpfli, Elvan Kut, Georg Mang, Toni Moser, Mirdita Useini & Jörg Goldhahn. (2022) Lehrveranstaltung zu interprofessionellen Versorgungsketten in der Schweiz. Praxis 111:1, pages 26-31.
Crossref
Crossref
Pilar Ruiz de Gauna & Jesús M. Morán-Barrios. (2022) Guía del tutor para planificar y gestionar la formación de los residentes. Educación Médica 23:1, pages 100713.
Crossref
Crossref
Mora Claramita, Rachmadya Nur Hidayah, Yoyo Suhoyo, Sylvia Mustika, Dina Qurratu Ainin, Nur Afrainin Syah, Diantha Soemantri, Indri Kurniasih, Tri Nur Kristina, Ara Tekian & Cees van der Vleuten. 2022. Challenges and Opportunities in Health Professions Education. Challenges and Opportunities in Health Professions Education
111
139
.
John Q. Young. 2022. Graduate Medical Education in Psychiatry. Graduate Medical Education in Psychiatry
267
290
.
Kristina Lisk, Maria Mylopoulos & Nicole N. Woods. 2022. Technologies in Biomedical and Life Sciences Education. Technologies in Biomedical and Life Sciences Education
559
580
.
Michael W. Lee & Harry J. Witchel. 2022. Technologies in Biomedical and Life Sciences Education. Technologies in Biomedical and Life Sciences Education
3
34
.
Marijn Zilverschoon, Eugene J. Custers, Olle ten Cate, Cas L. J. J. Kruitwagen & Ronald L. A. W. Bleys. (2021) Support for using a three‐dimensional anatomy application over anatomical atlases in a randomized comparison. Anatomical Sciences Education 15:1, pages 178-186.
Crossref
Crossref
Stephanie Dizon, Janine C Malcolm, Jan-Joost Rethans & Debra Pugh. (2021) Assessing the validity of an OSCE developed to assess rare, emergent or complex clinical conditions in endocrinology & metabolism. BMC Medical Education 21:1.
Crossref
Crossref
Chin Fang Ngim, Paul Douglas Fullerton, Vanassa Ratnasingam, Valliammai Jayanthi Thirunavuk Arasoo, Nisha Angela Dominic, Cindy Pei Sze Niap & Sivakumar Thurairajasingam. (2021) Feedback after OSCE: A comparison of face to face versus an enhanced written feedback. BMC Medical Education 21:1.
Crossref
Crossref
Magdalene Hui Min Lee, Dong Haur Phua & Kenneth Wei Jian Heng. (2021) The use of a formative OSCE to prepare emergency medicine residents for summative OSCEs: a mixed-methods cohort study. International Journal of Emergency Medicine 14:1.
Crossref
Crossref
Zhen‐Jiang Ma, Li Ma, Yi‐Fan Zhou, Zheng‐Mao Guan & Hui Ma. (2021) Application of modified mini‐clinical evaluation exercise in the cultivation of orthopaedic students. International Journal of Clinical Practice 75:12.
Crossref
Crossref
Andrea Bramley, Adrienne Forsyth & Lisa McKenna. (2021) Design, implementation and evaluation of novel work-based clinical assessment tool: An e-portfolio with embedded Entrustable Professional Activities. Nurse Education Today 107, pages 105101.
Crossref
Crossref
Chris Roberts, Priya Khanna, Andrew Stuart Lane, Peter Reimann & Lambert Schuwirth. (2021) Exploring complexities in the reform of assessment practice: a critical realist perspective. Advances in Health Sciences Education 26:5, pages 1641-1657.
Crossref
Crossref
Jordan D. Tayce & Ashley B. Saunders. (2021) The Use of a Modified Script Concordance Test in Clinical Rounds to Foster and Assess Clinical Reasoning Skills. Journal of Veterinary Medical Education.
Crossref
Crossref
Julie A. Noyes, Samuel D. Stewart, Jana P. Gabarro & Patrick M. Welch. (2021) Development of a veterinary emergency open standard competency framework using a competency‐based model of medical education. Journal of Veterinary Emergency and Critical Care 31:6, pages 727-741.
Crossref
Crossref
Hannah L. AndersonJoshua KurtzDaniel C. West. (2021) Implementation and Use of Workplace-Based Assessment in Clinical Learning Environments: A Scoping Review. Academic Medicine 96:11S, pages S164-S174.
Crossref
Crossref
Javeed Sukhera, Cha-Chi FungKulamakan Kulasegaram. (2021) Disruption and Dissonance: Exploring Constructive Tensions Within Research in Medical Education. Academic Medicine 96:11S, pages S1-S5.
Crossref
Crossref
Katsumi Uoshima, Nami Akiba & Masako Nagasawa. (2021) Technical skill training and assessment in dental education. Japanese Dental Science Review 57, pages 160-163.
Crossref
Crossref
A. Arzu Sayıner & Esin Ergönül. (2021) E-learning in clinical microbiology and infectious diseases. Clinical Microbiology and Infection 27:11, pages 1589-1594.
Crossref
Crossref
Heather Hayes, Sean P. Gyll, Shelley Ragland & Jason L. Meyers. 2021. Handbook of Research on Future of Work and Education. Handbook of Research on Future of Work and Education
230
252
.
Tahyna HernandezMargret S. MagidAlexandros D. Polydorides. (2021) Assessment Question Characteristics Predict Medical Student Performance in General Pathology. Archives of Pathology & Laboratory Medicine 145:10, pages 1280-1288.
Crossref
Crossref
Gabriela DeVries, Megan Rudolph, Howard David Reines & Philip E. Zapanta. (2021) A Qualitative Study of Developing Competency in Thyroid Surgery: A Resident’s Perspective With 5 Year Follow Up. Annals of Otology, Rhinology & Laryngology 130:10, pages 1132-1138.
Crossref
Crossref
Displaying 200 of 456 citing articles. Use the download link below to view the full list of citing articles.
Download full citations list