Citations (474)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (78)
Bunmi S. Malau-Aduli, Richard B. Hays, Karen D’Souza, Shannon L. Saad, Helen Rienits, Antonio Celenza & Rinki Murphy. (2023) Twelve tips for improving the quality of assessor judgements in senior medical student clinical assessments. Medical Teacher 45:11, pages 1228-1232.
Read now
Read now
Rozemarijn van der Gulden, Mario Veen & Bart P.A. Thoonen. (2023) A Philosophical Discussion of the Support of Self-Regulated Learning in Medical Education: The Treasure Hunt Approach Versus the (Dutch) “Dropping” Approach. Teaching and Learning in Medicine 35:5, pages 623-629.
Read now
Read now
Donna Rooney. (2023) A two-stranded whole-of-course approach to postgraduate education. Innovations in Education and Teaching International 0:0, pages 1-13.
Read now
Read now
Nicholas Charlton & Richard Newsham-West. (2023) Program-level assessment planning in Australia: the considerations and practices of university academics. Assessment & Evaluation in Higher Education 48:6, pages 820-833.
Read now
Read now
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.
Read now
Read now
Stephen Gauthier, Heather Braund, Nancy Dalgarno & David Taylor. (2023) Assessment-Seeking Strategies: Navigating the Decision to Initiate Workplace-Based Assessment. Teaching and Learning in Medicine 0:0, pages 1-10.
Read now
Read now
Stephen A. Coetzee, Astrid Schmulian & Cecile Janse van Rensburg. (2023) The use of mobile instant messaging for peer feedback in online assessments for learning. Accounting Education 0:0, pages 1-15.
Read now
Read now
Wendy C. Y. Hu, Hugh C. B. Dillon & Tim J. Wilkinson. (2023) Educators as Judges: Applying Judicial Decision-Making Principles to High-Stakes Education Assessment Decisions. Teaching and Learning in Medicine 35:2, pages 168-179.
Read now
Read now
Jessica Tater, Tony Zaharic, William Guy & Jon Cornwall. (2023) How much is too much? Medical students’ perceptions of evaluation and research requests, and suggestions for practice. Assessment & Evaluation in Higher Education 0:0, pages 1-12.
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
Marissa Laureano, Siraj Mithoowani, Eric K Tseng & Michelle P Zeller. (2021) Improving Medical Education in Hematology and Transfusion Medicine in Canada: Standards and Limitations. Advances in Medical Education and Practice 12, pages 1153-1163.
Read now
Read now
Sally A. Santen, Michael Ryan, Marieka A. Helou, Alicia Richards, Robert A. Perera, Kellen Haley, Melissa Bradner, Fidelma B. Rigby & Yoon Soo Park. (2021) Building reliable and generalizable clerkship competency assessments: Impact of ‘hawk-dove’ correction. Medical Teacher 43:12, pages 1374-1380.
Read now
Read now
Marjolein Haagsman, Basten Snoek, Anton Peeters, Karin Scager, Frans Prins & Martijn van Zanten. (2021) Examiners’ use of rubric criteria for grading bachelor theses. Assessment & Evaluation in Higher Education 46:8, pages 1269-1284.
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
Trina Jorre de St Jorre, David Boud & Elizabeth D. Johnson. (2021) Assessment for distinctiveness: recognising diversity of accomplishments. Studies in Higher Education 46:7, pages 1371-1382.
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
Janica Jamieson, Margaret Hay, Simone Gibson & Claire Palermo. (2021) Implementing programmatic assessment transforms supervisor attitudes: An explanatory sequential mixed methods study. Medical Teacher 43:6, pages 709-717.
Read now
Read now
Kimberly D. Lomis, George C. Mejicano, Kelly J. Caverzagie, Seetha U. Monrad, Martin Pusic & Karen E. Hauer. (2021) The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education. Medical Teacher 43:sup2, pages S7-S16.
Read now
Read now
Julia McCartan, Janeane Dart, Karen Adams, Zoe Davidson & Julie Brimblecombe. (2021) Can integrating Aboriginal health content in undergraduate nutrition curricula foster student cultural capabilities?. Higher Education Research & Development 40:2, pages 325-340.
Read now
Read now
Satid Thammasitboon, Moushumi Sur, Joseph J. Rencic, Gurpreet Dhaliwal, Shelley Kumar, Suresh Sundaram & Parthasarathy Krishnamurthy. (2021) Psychometric validation of the reconstructed version of the assessment of reasoning tool. Medical Teacher 43:2, pages 168-173.
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
Helen Reid, Gerard J. Gormley, Tim Dornan & Jennifer L. Johnston. (2021) Harnessing insights from an activity system – OSCEs past and present expanding future assessments. Medical Teacher 43:1, pages 44-49.
Read now
Read now
Rory Morrice, Olivia Buckeldee & Kathleen Leedham-Green. (2021) Perspectives of Clinical Teaching Fellows on preparedness for practice: a mixed-methods exploration of what needs to change. Medical Education Online 26:1.
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
Cath Ellis, Karen van Haeringen, Rowena Harper, Tracey Bretag, Ian Zucker, Scott McBride, Pearl Rozenberg, Phil Newton & Sonia Saddiqui. (2020) Does authentic assessment assure academic integrity? Evidence from contract cheating data. Higher Education Research & Development 39:3, pages 454-469.
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
Subha Ramani, Karen D. Könings, Shiphra Ginsburg & Cees P. M. van der Vleuten. (2019) Meaningful feedback through a sociocultural lens. Medical Teacher 41:12, pages 1342-1352.
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
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
Lubberta H. de Jong, Harold G. J. Bok, Wim D. J. Kremer & Cees P. M. van der Vleuten. (2019) Programmatic assessment: Can we provide evidence for saturation of information?. Medical Teacher 41:6, pages 678-682.
Read now
Read now
Christopher Harrison$suffix/text()$suffix/text(). (2019) Can we redesign the MRCGP assessment to support lifelong learning?. Education for Primary Care 30:1, pages 9-12.
Read now
Read now
Marieke van Geel, Trynke Keuning, Jimmy Frèrejean, Diana Dolmans, Jeroen van Merriënboer & Adrie J. Visscher. (2019) Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement 30:1, pages 51-67.
Read now
Read now
Matthew Jon Links, Tim Wilkinson & Craig Campbell. (2019) Discourses of professionalism: Metaphors, theory and practice. Medical Teacher 41:1, pages 91-98.
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
Benjamin Kinnear, Eric J. Warm & Karen E. Hauer. (2018) Twelve tips to maximize the value of a clinical competency committee in postgraduate medical education. Medical Teacher 40:11, pages 1110-1115.
Read now
Read now
Sandra E. Carr, Antonio Celenza, Annette M. Mercer, Fiona Lake & Ian B. Puddey. (2018) Predicting performance of junior doctors: Association of workplace based assessment with demographic characteristics, emotional intelligence, selection scores, and undergraduate academic performance. Medical Teacher 40:11, pages 1175-1182.
Read now
Read now
Indira N. Z. Day, F. M. van Blankenstein, P. Michiel Westenberg & W. F. Admiraal. (2018) Teacher and student perceptions of intermediate assessment in higher education. Educational Studies 44:4, pages 449-467.
Read now
Read now
William B. Cutrer, Holly G. Atkinson, Erica Friedman, Nicole Deiorio, Larry D. Gruppen, Michael Dekhtyar & Martin Pusic. (2018) Exploring the characteristics and context that allow Master Adaptive Learners to thrive. Medical Teacher 40:8, pages 791-796.
Read now
Read now
Christy Boscardin, Kirkpatrick B. Fergus, Bonnie Hellevig & Karen E. Hauer. (2018) Twelve tips to promote successful development of a learner performance dashboard within a medical education program. Medical Teacher 40:8, pages 855-861.
Read now
Read now
Bahiah Abdulaziz Al Askar, Fahad Saleh Al Sweleh, Ebtesam Ibrahim Al Wasill & Zubair Amin. (2018) Restructuring Saudi Board in Restorative Dentistry (SBRD) curriculum using CanMEDS competency. Medical Teacher 40:sup1, pages S30-S36.
Read now
Read now
Jillian L. Clarke & David Boud. (2018) Refocusing portfolio assessment: Curating for feedback and portrayal. Innovations in Education and Teaching International 55:4, pages 479-486.
Read now
Read now
Dario Cecilio-Fernandes, Janke Cohen-Schotanus & René A. Tio. (2018) Assessment programs to enhance learning. Physical Therapy Reviews 23:1, pages 17-20.
Read now
Read now
Luke Dawson & Kathryn Fox. (2018) Can assessment be a barrier to successful professional development?. Physical Therapy Reviews 23:1, pages 11-16.
Read now
Read now
Karin J. Gerritsen-van Leeuwenkamp, Desirée Joosten-ten Brinke & Liesbeth Kester. (2018) Developing questionnaires to measure students’ expectations and perceptions of assessment quality. Cogent Education 5:1.
Read now
Read now
Melody P. Chung, Christine K. Thang, Michelle Vermillion, Joyce M. Fried & Sebastian Uijtdehaage. (2018) Exploring medical students’ barriers to reporting mistreatment during clerkships: a qualitative study. Medical Education Online 23:1.
Read now
Read now
Charlotte Moen & Jeremy Brown. (2017) Moving from patches to quilts: developing self-aware, reflective leaders through curriculum innovation based on a Patchwork Text approach. Reflective Practice 18:6, pages 852-865.
Read now
Read now
Janica Jamieson, Gemma Jenkins, Shelley Beatty & Claire Palermo. (2017) Designing programmes of assessment: A participatory approach. Medical Teacher 39:11, pages 1182-1188.
Read now
Read now
Daniel Zahra, Iain Robinson, Martin Roberts, Lee Coombes, Josephine Cockerill & Steven Burr. (2017) Rigour in moderation processes is more important than the choice of method. Assessment & Evaluation in Higher Education 42:7, pages 1159-1167.
Read now
Read now
Lars B. Borghouts, Menno Slingerland & Leen Haerens. (2017) Assessment quality and practices in secondary PE in the Netherlands. Physical Education and Sport Pedagogy 22:5, pages 473-489.
Read now
Read now
Lubberta H. de Jong, Robert P. Favier, Cees P. M. van der Vleuten & Harold G. J. Bok. (2017) Students’ motivation toward feedback-seeking in the clinical workplace. Medical Teacher 39:9, pages 954-958.
Read now
Read now
Alexandre Lafleur, Jonathan Laflamme, Jimmie Leppink & Luc Côté. (2017) Task Demands in OSCEs Influence Learning Strategies. Teaching and Learning in Medicine 29:3, pages 286-295.
Read now
Read now
Rishad Khan, Michael W. C. Payne & Saad Chahine. (2017) Peer assessment in the objective structured clinical examination: A scoping review. Medical Teacher 39:7, pages 745-756.
Read now
Read now
Jocelyn Lockyer, Carol Carraccio, Ming-Ka Chan, Danielle Hart, Sydney Smee, Claire Touchie, Eric S. Holmboe & Jason R. Frank. (2017) Core principles of assessment in competency-based medical education. Medical Teacher 39:6, pages 609-616.
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
Sylvia Heeneman & Willem de Grave. (2017) Tensions in mentoring medical students toward self-directed and reflective learning in a longitudinal portfolio-based mentoring system – An activity theory analysis. Medical Teacher 39:4, pages 368-376.
Read now
Read now
Hans G. K. Hummel, Desirée Joosten-ten Brinke, Rob J. Nadolski & Liesbeth K. J. Baartman. (2017) Content validity of game-based assessment: case study of a serious game for ICT managers in training. Technology, Pedagogy and Education 26:2, pages 225-240.
Read now
Read now
Sylvia Heeneman, Suzanne Schut, Jeroen Donkers, Cees van der Vleuten & Arno Muijtjens. (2017) Embedding of the progress test in an assessment program designed according to the principles of programmatic assessment. Medical Teacher 39:1, pages 44-52.
Read now
Read now
Clare Delany, Lauren Kosta, Shaun Ewen, Patricia Nicholson, Louisa Remedios & Louise Harms. (2016) Identifying pedagogy and teaching strategies for achieving nationally prescribed learning outcomes. Higher Education Research & Development 35:5, pages 895-909.
Read now
Read now
Jason Chertoff, Ashleigh Wright, Maureen Novak, Joseph Fantone, Amy Fleming, Toufeeq Ahmed, Marianne M. Green, Adina Kalet, Machelle Linsenmeyer, Joshua Jacobs, Christina Dokter & Zareen Zaidi. (2016) Status of portfolios in undergraduate medical education in the LCME accredited US medical school. Medical Teacher 38:9, pages 886-896.
Read now
Read now
Margaret Bearman, Phillip Dawson, David Boud, Sue Bennett, Matt Hall & Elizabeth Molloy. (2016) Support for assessment practice: developing the Assessment Design Decisions Framework. Teaching in Higher Education 21:5, pages 545-556.
Read now
Read now
Harold G. J. Bok, Debbie A. D. C. Jaarsma, Annemarie Spruijt, Peter Van Beukelen, Cees P. M. Van Der Vleuten & Pim W. Teunissen. (2016) Feedback-giving behaviour in performance evaluations during clinical clerkships. Medical Teacher 38:1, pages 88-95.
Read now
Read now
Anderson Spickard$suffix/text()$suffix/text(), Toufeeq Ahmed, Kimberly Lomis, Kevin Johnson & Bonnie Miller. (2016) Changing Medical School IT to Support Medical Education Transformation. Teaching and Learning in Medicine 28:1, pages 80-87.
Read now
Read now
Robert O Opoka, Sarah Kiguli, Andrew S Ssemata, Marjan Govaerts & Erik W Driessen. (2015) Perceptions of postgraduate trainees on the impact of objective structured clinical examinations on their study behavior and clinical practice. Advances in Medical Education and Practice 6, pages 431-437.
Read now
Read now
W. Dale Dauphinee. (2015) The role of theory-based outcome frameworks in program evaluation: Considering the case of contribution analysis. Medical Teacher 37:11, pages 979-982.
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
M. P. C. Embo, E. Driessen, M. Valcke & C. P. M. Van Der Vleuten. (2014) Scaffolding reflective learning in clinical practice: A comparison of two types of reflective activities. Medical Teacher 36:7, pages 602-607.
Read now
Read now
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.
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
Madalena Folque Patrício, Miguel Julião, Filipa Fareleira & António Vaz Carneiro. (2013) Is the OSCE a feasible tool to assess competencies in undergraduate medical education?. Medical Teacher 35:6, pages 503-514.
Read now
Read now
Dario M. Torre, Steven J. Durning & Barbara J. Daley. (2013) Twelve tips for teaching with concept maps in medical education. Medical Teacher 35:3, pages 201-208.
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
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
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.
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
Articles from other publishers (396)
Erik M. Donker, Hayaudin Osmani, David J. Brinkman, Floor van Rosse, Ben Janssen, Wilma Knol, Glenn Dumont, Philippe G. Jorens, Alain Dupont, Thierry Christiaens, Jeroen van Smeden, Itte de Waard-Siebinga, Laura E. J. Peeters, Ronald Goorden, Marleen Hessel, Birgit I. Lissenberg-Witte, Milan C. Richir, Michiel A. van Agtmael, Cornelis Kramers & Jelle Tichelaar. (2023) The impact of a summative national prescribing assessment and curriculum type on the development of the prescribing competence of junior doctors. European Journal of Clinical Pharmacology 79:12, pages 1613-1621.
Crossref
Crossref
Avita Rath. (2023) Back to basics: reflective take on role of MCQs in undergraduate Malaysian dental professional qualifying exams. Frontiers in Medicine 10.
Crossref
Crossref
Ikuo Shimizu, Hajime Kasai, Kiyoshi Shikino, Nobuyuki Araki, Zaiya Takahashi, Misaki Onodera, Yasuhiko Kimura, Tomoko Tsukamoto, Kazuyo Yamauchi, Mayumi Asahina, Shoichi Ito & Eiryo Kawakami. (2023) Developing Medical Education Curriculum Reform Strategies to Address the Impact of Generative AI: Qualitative Study. JMIR Medical Education 9, pages e53466.
Crossref
Crossref
Timothy J. Wood, Vijay J. Daniels, Debra Pugh, Claire Touchie, Samantha Halman & Susan Humphrey-Murto. (2023) Implicit versus explicit first impressions in performance-based assessment: will raters overcome their first impressions when learner performance changes?. Advances in Health Sciences Education.
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
Masahiro Tanabe. (2023) Implementation of pharmacology in outcome-based educationアウトカム基盤型教育への薬理学の実装. Folia Pharmacologica Japonica 158:6, pages 428-433.
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
John Norcini. (2023) On Purpose: The Case for Alignment in Assessment. Academic Medicine 98:11, pages 1240-1242.
Crossref
Crossref
Eric C Mitchell, Michael Ott, Douglas Ross & Aaron Grant. (2023) Development of a Tool to Assess Surgical Resident Competence On-Call: The Western University Call Assessment Tool (WUCAT). Journal of Surgical Education.
Crossref
Crossref
Scott Patterson, Louise Shaw, Michelle M Rank & Brett Vaughan. (2023) Assessments Used for Summative Purposes during Internal Medicine Specialist Training: A Rapid Review. Education Sciences 13:10, pages 1057.
Crossref
Crossref
Richard B. Mink, Carol L. Carraccio, Bruce E. Herman, Pnina Weiss, David A. Turner, Diane E. J. Stafford, Kathleen A. McGann, Jennifer Kesselheim, Deborah C. Hsu, Pamela C. High, Jill J. Fussell, Megan L. Curran, Patricia R. Chess, Cary Sauer, Sarah Pitts, Angela L. Myers, John D. Mahan, Christiane E. L. Dammann, Tandy Aye, Alan Schwartz, Vinod Havalad, Joaquim Pinheiro, Elizabeth Alderman, Mamta Fuloria, Megan E. McCabe, Jay Mehta, Yolanda Rivas, Maris Rosenberg, Cara Doughty, Albert Hergenroeder, Arundhati Kale, YoungNa Lee-Kim, Jennifer A. Rama, Phil Steuber, Bob Voigt, Karen Hardy, Samantha Johnston, Debra Boyer, Carrie Mauras, Alison Schonwald, Tanvi Sharma, Christine Barron, Penny Dennehy, Elizabeth S. Jacobs, Jennifer Welch, Deepak Kumar, Katherine Mason, Nancy Roizen, Jerri A. Rose, Brooke Bokor, Jennifer I. Chapman, Lowell Frank, Iman Sami, Jennifer Schuette, Ramona E. Lutes, Stephanie Savelli, Rambod Amirnovin, Rula Harb, Roberta Kato, Karen Marzan, Roshanak Monzavi, Doug Vanderbilt, Lesley Doughty, Constance McAneney, Ward Rice, Lea Widdice, Fran Erenberg, Blanca E. Gonzalez, Deanna Adkins, Deanna Green, Aditee Narayan, Kyle Rehder, Joel Clingenpeel, Suzanne Starling, Heidi Eigenrauch Karpen, Kelly Rouster-Stevens, Jatinder Bhatia, John Fuqua, Jennifer Anders, Maria Trent, Rangasamy Ramanathan, Yona Nicolau, Allen J. Dozor, Thomas Bernard Kinane, Takara Stanley, Amulya Nageswara Rao, Meredith Bone, Lauren Camarda, Viday Heffner, Olivia Kim, Jay Nocton, Angela L. Rabbitt, Richard Tower, Michelle Amaya, Jennifer Jaroscak, James Kiger, Michelle Macias, Olivia Titus, Modupe Awonuga, Karen Vogt, Anne Warwick, Dan Coury, Mark Hall, Megan Letson, Melissa Rose, Julie Glickstein, Sarah Lusman, Cindy Roskind, Karen Soren, Jason Katz, Lorena Siqueira, Mark Atlas, Andrew Blaufox, Beth Gottleib, David Meryash, Patricia Vuguin, Toba Weinstein, Laurie Armsby, Lisa Madison, Brian Scottoline, Evan Shereck, Michael Henry, Patricia A. Teaford, Sarah Long, Laurie Varlotta, Alan Zubrow, Courtenay Barlow, Heidi Feldman, Hayley Ganz, Paul Grimm, Tzielan Lee, Leonard B. Weiner, Zarela Molle-Rios, Nicholas Slamon, Ursula Guillen, Karen Miller, Myke Federman, Randy Cron, Wyn Hoover, Tina Simpson, Margaret Winkler, Nada Harik, Ashley Ross, Omar Al-Ibrahim, Frank P. Carnevale, Wayne Waz, Fayez Bany-Mohammed, Jae H. Kim, Beth Printz, Mike Brook, Michelle Hermiston, Erica Lawson, Sandrijn van Schaik, Alisa McQueen, Karin Vander Ploeg Booth, Melissa Tesher, Jennifer Barker, Sandra Friedman, Ricky Mohon, Andrew Sirotnak, John Brancato, Wael N. Sayej, Nizar Maraqa, Michael Haller, Brenda Stryjewski, Pat Brophy, Riad Rahhal, Ben Reinking, Paige Volk, Kristina Bryant, Melissa Currie, Katherine Potter, Alison Falck, Joel Weiner, Michele M. Carney, Barbara Felt, Andy Barnes, Catherine M. Bendel, Bryce Binstadt, Karina Carlson, Carol Garrison, Mary Moffatt, John Rosen, Jotishna Sharma, Kelly S. Tieves, Hao Hsu, John Kugler, Kari Simonsen, Rebecca K. Fastle, Doug Dannaway, Sowmya Krishnan, Laura McGuinn, Mark Lowe, Selma Feldman Witchel, Loreta Matheo, Rebecca Abell, Mary Caserta, Emily Nazarian, Susan Yussman, Alicia Diaz Thomas, David S. Hains, Ajay J. Talati, Elisabeth Adderson, Nancy Kellogg, Margarita Vasquez, Coburn Allen, Luc P. Brion, Michael Green, Janna Journeycake, Kenneth Yen, Ray Quigley, Anne Blaschke, Susan L. Bratton, Christian Con Yost, Susan P. Etheridge, Toni Laskey, John Pohl, Joyce Soprano, Karen Fairchild, Vicky Norwood, Troy Alan Johnston, Eileen Klein, Matthew Kronman, Kabita Nanda, Lincoln Smith, David Allen, John G. Frohna, Neha Patel, Cristina Estrada, Geoffrey M. Fleming, Maria Gillam-Krakauer, Paul Moore, Joseph Chaker El-Khoury, Jennifer Helderman, Greg Barretto, Kelly Levasseur & Lindsay Johnston. (2023) Relationship between epa level of supervision with their associated subcompetency milestone levels in pediatric fellow assessment. BMC Medical Education 23:1.
Crossref
Crossref
Angelina Lim, Sunanthiny Krishnan, Harjit Singh, Simon Furletti, Mahbub Sarkar, Derek Stewart & Daniel Malone. (2023) Linking assessment to real life practice – comparing work based assessments and objective structured clinical examinations using mystery shopping. Advances in Health Sciences Education.
Crossref
Crossref
Craig Richard St. Jean, Sharla King & Mary Roduta Roberts. (2023) Validity evidence for the use of a single-point rubric to support interprofessional teaching and learning. Journal of Interprofessional Education & Practice 32, pages 100631.
Crossref
Crossref
Daniel Staudenmann, Noemi Waldner, Andrea Lörwald & Sören Huwendiek. (2023) Medical specialty certification exams studied according to the Ottawa Quality Criteria: a systematic review. BMC Medical Education 23:1.
Crossref
Crossref
Idrees Zafar, John Chilton, James Edwards, Helen Watson & Daniel Zahra. (2023) Exploring basic science knowledge retention within a cohort of undergraduate medical students in the United Kingdom: A longitudinal study. The Clinical Teacher.
Crossref
Crossref
Eric S. HolmboeNora Y. OsmanChristina M. MurphyJennifer R. Kogan. (2023) The Urgency of Now: Rethinking and Improving Assessment Practices in Medical Education Programs. Academic Medicine 98:8S, pages S37-S49.
Crossref
Crossref
Chavon M. OnumahAmber T. PincavageCindy J. LaiDiane L. LevineNadia J. IsmailIrene AlexandrakiNora Y. Osman. (2023) Strategies for Advancing Equity in Frontline Clinical Assessment. Academic Medicine 98:8S, pages S57-S63.
Crossref
Crossref
Karen E. HauerYoon Soo ParkJustin L. BullockAra Tekian. (2023) “My Assessments Are Biased!” Measurement and Sociocultural Approaches to Achieve Fairness in Assessment in Medical Education. Academic Medicine 98:8S, pages S16-S27.
Crossref
Crossref
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.
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
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.
Crossref
Crossref
Sabine BergerRenee E. StalmeijerAdrian P. MartyChristoph Berendonk. (2023) Exploring the Impact of Entrustable Professional Activities on Feedback Culture: A Qualitative Study of Anesthesiology Residents and Attendings. Academic Medicine 98:7, pages 836-843.
Crossref
Crossref
Patricia Blanchette, Marie-Eve Poitras & Christina St-Onge. (2023) Assessing trainee's performance using reported observations: Perceptions of nurse meta-assessors. Nurse Education Today 126, pages 105836.
Crossref
Crossref
Lonneke H. Schellekens, Wim D. J. Kremer, Marieke F. Van der Schaaf, Cees P. M. Van der Vleuten & Harold G. J. Bok. (2023) Between theory and practice: educators’ perceptions on assessment quality criteria and its impact on student learning. Frontiers in Education 8.
Crossref
Crossref
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.
Crossref
Crossref
Esther P. Black, Mandy Jones, Mikael Jones, Houston Williams, Ellen Julian & Danielle R. Wilson. (2023) Validation of Longitudinal Progression Examinations for Prediction of APPE Readiness. American Journal of Pharmaceutical Education, pages 100137.
Crossref
Crossref
Yan Zhou, Thomas H. Wieringa, Jasperina Brouwer, Agnes D. Diemers & Nicolaas A. Bos. (2023) Challenges to acquire similar learning outcomes across four parallel thematic learning communities in a medical undergraduate curriculum. BMC Medical Education 23:1.
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
Dina Qurratu, Yoyo Suhoyo, Artha Budi & Mora Claramita. (2023) Development of a Self-Evaluation Instrument with Programmatic Assessment Components for Undergraduate Medical Students. European Journal of Educational Research 12:2, pages 649-662.
Crossref
Crossref
Harry Bamber. (2023) Evaluation of the Workplace-Based Assessment Anaesthesia-Clinical Evaluation Exercise (A-CEX) and Its Role in the Royal College of Anaesthetists 2021 Curriculum. Cureus.
Crossref
Crossref
Majed Mohammed Wadi, Muhamad Saiful Bahri Yusoff, Mohamed Hassan Taha, Sarra Shorbagi, Nik Ahmad Zuky Nik Lah & Ahmad Fuad Abdul Rahim. (2023) The framework of Systematic Assessment for Resilience (SAR): development and validation. BMC Medical Education 23:1.
Crossref
Crossref
Josephine Maundu, Kirsten Galbraith, Hayley Croft, Bronwyn Clark, Sue Kirsa, Glenys Wilkinson & Carmen Abeyaratne. (2022)
Development of
workplace‐based
assessment tools to support postgraduate training of provisionally registered pharmacists in Australia
. JACCP: JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 6:4, pages 370-376.
Crossref
Crossref
Carol Carraccio, Alison Lentz & Daniel J. Schumacher. (2023) “Dismantling Fixed Time, Variable Outcome Education: Abandoning ‘Ready or Not, Here they Come’ is Overdue”. Perspectives on Medical Education 12:1, pages 68-75.
Crossref
Crossref
Chris B. T. Rietmeijer, Suzanne C. M. van Esch, Annette H. Blankenstein, Henriëtte E. van der Horst, Mario Veen, Fedde Scheele & Pim W. Teunissen. (2022) A phenomenology of direct observation in residency: Is Miller's ‘does’ level observable?. Medical Education 57:3, pages 272-279.
Crossref
Crossref
Marnix P. D. Westein, A. S. Koster, H. E. M. Daelmans, M. L. Bouvy & R. A. Kusurkar. (2022) How progress evaluations are used in postgraduate education with longitudinal supervisor-trainee relationships: a mixed method study. Advances in Health Sciences Education 28:1, pages 205-222.
Crossref
Crossref
Lonneke H. Schellekens, Marieke F. van der Schaaf, Cees P.M. van der Vleuten, Frans J. Prins, Saskia Wools & Harold G.J. Bok. (2022) Developing a digital application for quality assurance of assessment programmes in higher education. Quality Assurance in Education 31:2, pages 346-366.
Crossref
Crossref
Shelley Ross, Kathrine Lawrence, Cheri Bethune, Theresa van der Goes, Luce Pélissier-Simard, Michel Donoff, Thomas Crichton, Thomas Laughlin, Kiran Dhillon, Martin Potter & Karen Schultz. (2022) Development, Implementation, and Meta-Evaluation of a National Approach to Programmatic Assessment in Canadian Family Medicine Residency Training. Academic Medicine 98:2, pages 188-198.
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
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
Steven A. Burr, Thomas Gale, Jolanta Kisielewska, Paul Millin, José M. Pêgo, Gergo Pinter, Iain M. Robinson & Daniel Zahra. (2023) A narrative review of adaptive testing and its application to medical education. MedEdPublish 13, pages 221.
Crossref
Crossref
Samar Ahmed, Fouzia Shersad, Arina Ziganshina, Mariam Shadan, Abdelmoneim Elmardi & Yousif El Tayeb. (2023) Operationalizing competency-based assessment: Contextualizing for cultural and gender divides. MedEdPublish 13, pages 210.
Crossref
Crossref
Rashmi A. Kusurkar, Cesar Orsini, Sunia Somra, Anthony R. Artino, Hester E.M. Daelmans, Linda J. Schoonmade & Cees van der Vleuten. (2023) The Effect of Assessments on Student Motivation for Learning and Its Outcomes in Health Professions Education: A Review and Realist Synthesis. Academic Medicine Publish Ahead of Print.
Crossref
Crossref
Iris Lindemann, Julie Ash & Janice Orrell. 2023. Clinical Education for the Health Professions. Clinical Education for the Health Professions
1203
1220
.
Phillip Dawson & Colin R. McHenry. 2023. Clinical Education for the Health Professions. Clinical Education for the Health Professions
1135
1147
.
David J. Coker. 2023. Clinical Education for the Health Professions. Clinical Education for the Health Professions
29
47
.
Eliana Elkhoury. 2023. Handbook of Academic Integrity. Handbook of Academic Integrity
1261
1272
.
Muhammad Zafar Iqbal & Mona Hmoud AlSheikh. 2023. Written Assessment in Medical Education. Written Assessment in Medical Education
155
167
.
Neil H. Schwartz, Kevin Click & Anna N. Bartel. 2023. International Handbook of Psychology Learning and Teaching. International Handbook of Psychology Learning and Teaching
357
390
.
Faten A. AlRadini. (2022) Perceptions of portfolio assessment in family medicine graduates: a qualitative interview study. BMC Medical Education 22:1.
Crossref
Crossref
Jennifer Cleland. 2022. Researching Medical Education. Researching Medical Education
1
13
.
Francesca Bladt, Prakriti Khanal, Anusha Mahesh Prabhu, Elizabeth Hauke, Martyn Kingsbury & Sohag Nafis Saleh. (2022) Medical students’ perception of changes in assessments implemented during the COVID-19 pandemic. BMC Medical Education 22:1.
Crossref
Crossref
Amir Taher, Joanne Chow, Min Sung Kwon, Damien Hunter, Ania Lucewicz & Chameen Samarawickrama. (2022) Determining the learning curve for a novel microsurgical procedure using histopathology. BMC Medical Education 22:1.
Crossref
Crossref
Eric G. Meyer, Emily Harvey, Steven J. Durning & Sebastian Uijtdehaage. (2022) Pre-clerkship EPA assessments: a thematic analysis of rater cognition. BMC Medical Education 22:1.
Crossref
Crossref
Lubberta H. de Jong, Harold G. J. Bok, Lonneke H. Schellekens, Wim D. J. Kremer, F. Herman Jonker & Cees P. M. van der Vleuten. (2022) Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-making. BMC Medical Education 22:1.
Crossref
Crossref
Andrew Stuart Lane & Chris Roberts. (2022) Contextualised reflective competence: a new learning model promoting reflective practice for clinical training. BMC Medical Education 22:1.
Crossref
Crossref
Jenny McDonald, Samantha Ryan, Sylvia Heeneman & Wendy Hu. (2022) Informed self-assessment during the transition to medical school: a longitudinal narrative study. BMJ Open 12:12, pages e065203.
Crossref
Crossref
Christopher J. Mooney, Jennifer M. Pascoe, Amy E. Blatt, Valerie J. Lang, Michael S. Kelly, Melanie K. Braun, Jaclyn E. Burch & Robert Thompson Stone. (2022) Predictors of faculty narrative evaluation quality in medical school clerkships. Medical Education 56:12, pages 1223-1231.
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
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
Robert Favier. (2022) Entrustable professional activities: bridging the gap between veterinary education and clinical practice. Veterinary Record 191:9, pages 378-380.
Crossref
Crossref
Marjan Govaerts, Cees Van der Vleuten & Suzanne Schut. (2022) Implementation of Programmatic Assessment: Challenges and Lessons Learned. Education Sciences 12:10, pages 717.
Crossref
Crossref
Muhamad Saiful Bahri Yusoff, Irfan Mohamad, Mohamad Najib Mat Pa, Muhd Al-Aarifin Ismail, Nani Draman, Nor Azwany Yaacob, Siti Nurma Hanim Hadie & Wan Faiziah Wan Abdul Rahman. (2022) The Major Challenges Faced by Medical Lecturers in Teaching, Learning and Assessment During the Covid-19 Pandemic: A Hermeneutic Phenomenology Study. Malaysian Journal of Medicine and Health Sciences 18:s14, pages 72-82.
Crossref
Crossref
Claire Palermo, H. Thomas Aretz & Eric S. Holmboe. (2022) Editorial: Competency frameworks in health professions education. Frontiers in Medicine 9.
Crossref
Crossref
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.
Crossref
Crossref
Vince Bissell & Luke J. Dawson. (2022) Assessment and feedback in dental education: a journey. British Dental Journal 233:6, pages 499-502.
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
Anna Ryan & Terry Judd. (2022) From Traditional to Programmatic Assessment in Three (Not So) Easy Steps. Education Sciences 12:7, pages 487.
Crossref
Crossref
Robin M. Farrell, Gregory E. Gilbert, Larry Betance, Jennifer Huck, Julie A. Hunt, James Dundas & Eric Pope. (2022) Evaluating validity evidence for 2 instruments developed to assess students' surgical skills in a simulated environment. Veterinary Surgery 51:5, pages 788-800.
Crossref
Crossref
Jeffrey S. LaRochelle & Eva M. Aagaard. (2022) Crisis as the Catalyst for Meaningful Change. Journal of General Internal Medicine 37:9, pages 2135-2136.
Crossref
Crossref
Andrew S. Parsons, Kelley Mark, James R. Martindale, Megan J. Bray, Ryan P. Smith, Elizabeth Bradley & Maryellen Gusic. (2022) Concordance of Narrative Comments with Supervision Ratings Provided During Entrustable Professional Activity Assessments. Journal of General Internal Medicine 37:9, pages 2200-2207.
Crossref
Crossref
Linda Barman, Cormac McGrath, Staffan Josephsson, Charlotte Silén & Klara Bolander Laksov. (2022) Safeguarding fairness in assessments—How teachers develop joint practices. Medical Education 56:6, pages 651-659.
Crossref
Crossref
Marcy B. Bolster, Shruti ChandraBart M. DemaerschalkChristine D. EsperJulian Z. GenkinsEmily M. HaydenAswita Tan-McGroryLee H. Schwamm. (2022) Crossing the Virtual Chasm: Practical Considerations for Rethinking Curriculum, Competency, and Culture in the Virtual Care Era. Academic Medicine 97:6, pages 839-846.
Crossref
Crossref
Marnix P.D. Westein, Andries S. Koster, Hester E.M. Daelmans, Carlos F. Collares, Marcel L. Bouvy & Rashmi A. Kusurkar. (2022) Validity evidence for summative performance evaluations in postgraduate community pharmacy education. Currents in Pharmacy Teaching and Learning 14:6, pages 701-711.
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
Hollis Lai, Nazila Ameli, Steven Patterson, Anthea Senior & Doris Lunardon. (2022) Development of an electronic learning progression dashboard to monitor student clinical experiences. Journal of Dental Education 86:6, pages 759-765.
Crossref
Crossref
Benoit Le Goff. (2022) Les réformes de l’enseignement médical : de la connaissance vers la compétence. Revue du Rhumatisme 89:3, pages 232-236.
Crossref
Crossref
Luwei Liu, Siyang Yuan, Weibing Zhang, Zhendong Wang, Chunyang Zhao, Yongchu Pan, Bin Yan & Lin Wang. (2021) Development and assessment of an online virtual orthodontic curriculum. Journal of Dental Education 86:5, pages 509-516.
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
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.
Crossref
Crossref
Andrea Gingerich, Stefanie S. Sebok‐Syer, Lorelei Lingard & Christopher J. Watling. (2021) The shift from disbelieving underperformance to recognising failure: A tipping point model. Medical Education 56:4, pages 395-406.
Crossref
Crossref
Eric G. MeyerJohn R. BouletPatrick B. MonahanSteven J. DurningSebastian Uijtdehaage. (2022) A Pilot Study of the Generalizability of Preclinical Entrustment Assessments in Undergraduate Medical Education. Academic Medicine 97:4, pages 562-568.
Crossref
Crossref
R. Kickert, M. Meeuwisse, K. M. Stegers-Jager, P. Prinzie & L. R. Arends. (2021) Curricular fit perspective on motivation in higher education. Higher Education 83:4, pages 729-745.
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
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
Damian J. Castanelli, Jennifer M. Weller, Elizabeth Molloy & Margaret Bearman. (2021) Trust, power and learning in workplace‐based assessment: The trainee perspective. Medical Education 56:3, pages 280-291.
Crossref
Crossref
Catherine R. LuceyJohn A. DavisMarianne M. Green. (2022) We Have No Choice but to Transform: The Future of Medical Education After the COVID-19 Pandemic. Academic Medicine 97:3S, pages S71-S81.
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
J. K. Stringer, Larry D. Gruppen, Michael S. Ryan, Samara B. Ginzburg, William B. Cutrer, Margaret Wolff & Sally A. Santen. (2022) Measuring the Master Adaptive Learner: Development and Internal Structure Validity Evidence for a New Instrument. Medical Science Educator 32:1, pages 183-193.
Crossref
Crossref
Lay Ling Tan, Pim W. Teunissen, Wee Shiong Lim, Vanessa Wai Ling Mok & Hwa Ling Yap. (2022) The conceptualisation of educational supervision in a National Psychiatry Residency Training Program. The Asia Pacific Scholar 7:1, pages 66-75.
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
.
Phillip Dawson & Colin R. McHenry. 2020. Clinical Education for the Health Professions. Clinical Education for the Health Professions
1
13
.
John Q. Young. 2022. Graduate Medical Education in Psychiatry. Graduate Medical Education in Psychiatry
267
290
.
Heeyoung Han, Maria Mosley, Ihuoma (Yvette) Igbokwe & Shelley Tischkau. 2022. Technologies in Biomedical and Life Sciences Education. Technologies in Biomedical and Life Sciences Education
61
83
.
Neil Schwartz, Kevin Click & Anna Bartel. 2020. International Handbook of Psychology Learning and Teaching. International Handbook of Psychology Learning and Teaching
1
35
.
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
Severin Pinilla, Alexandra Kyrou, Stefan Klöppel, Werner Strik, Christoph Nissen & Sören Huwendiek. (2021) Workplace-based assessments of entrustable professional activities in a psychiatry core clerkship: an observational study. BMC Medical Education 21:1.
Crossref
Crossref
Severin Pinilla, Eric Lenouvel, Andrea Cantisani, Stefan Klöppel, Werner Strik, Sören Huwendiek & Christoph Nissen. (2021) Working with entrustable professional activities in clinical education in undergraduate medical education: a scoping review. BMC Medical Education 21:1.
Crossref
Crossref
Lawrence Fulton, Cristian Lieneck, Zo Ramamonjiarivelo, Clemens Scott Kruse & Matthew S. Brooks. (2021) Competency assessment of an undergraduate program using a third-party, objective pre-post examination. BMC Medical Education 21:1.
Crossref
Crossref
Shelley Ross & Ann S. Lee. (2021) Relationships, continuity and time in health professions education. Medical Education 55:12, pages 1344-1346.
Crossref
Crossref
Lonneke H. Schellekens, Harold G.J. Bok, Lubberta H. de Jong, Marieke F. van der Schaaf, Wim D.J. Kremer & Cees P.M. van der Vleuten. (2021) A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL). Studies in Educational Evaluation 71, pages 101094.
Crossref
Crossref
F.A.W.M. Derksen, T.C. Olde Hartman, A.L.M. Lagro-Janssen & A.W.M. Kramer. (2021) Clinical empathy in GP-training: Experiences and needs among Dutch GP-trainees. “Empathy as an element of personal growth”. Patient Education and Counseling 104:12, pages 3016-3022.
Crossref
Crossref
Gurpreet Dhaliwal & Karen E. Hauer. (2021) Excellence in medical training: developing talent—not sorting it. Perspectives on Medical Education 10:6, pages 356-361.
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
Nina Lundegren, Anders Jönsson & Pia Lindberg. (2020) An upgrade of the Malmö model by implementing case‐based teaching and learning, in an undergraduate dental education. European Journal of Dental Education 25:4, pages 649-656.
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
Jean Jouquan. (2021) Quelques leçons à tirer de la pandémie de Covid-19 pour la formation des professionnels de santé. Soins Cadres 30:131, pages 19-23.
Crossref
Crossref
Jennifer M. Weller, Ties Coomber, Yan Chen & Damian J. Castanelli. (2021) Key dimensions of innovations in workplace-based assessment for postgraduate medical education: a scoping review. British Journal of Anaesthesia 127:5, pages 689-703.
Crossref
Crossref
J. Pearce & W. Tavares. (2021) A philosophical history of programmatic assessment: tracing shifting configurations. Advances in Health Sciences Education 26:4, pages 1291-1310.
Crossref
Crossref
Kevin R. Rogacki, Stanley Gutiontov, Chelain R. Goodman, Elizabeth Jeans, Yasmin Hasan & Daniel W. Golden. (2021) Analysis of the Radiation Oncology In-Training Examination Content Using a Clinical Care Path Conceptual Framework. Applied Radiation Oncology.
Crossref
Crossref
Nyoli Valentine, Ernst Michael Shanahan, Steven J. Durning & Lambert Schuwirth. (2021) Making it fair: Learners’ and assessors’ perspectives of the attributes of fair judgement. Medical Education 55:9, pages 1056-1066.
Crossref
Crossref
Andrea Louise Bramley & Lisa McKenna. (2021) Entrustable professional activities in entry‐level health professional education: A scoping review. Medical Education 55:9, pages 1011-1032.
Crossref
Crossref
Carol CarraccioAbigail MartiniElaine Van MelleDaniel J. Schumacher. (2021) Identifying Core Components of EPA Implementation: A Path to Knowing if a Complex Intervention Is Being Implemented as Intended. Academic Medicine 96:9, pages 1332-1336.
Crossref
Crossref
Janeane Dart, Cliona Twohig, Amanda Anderson, Andrea Bryce, Jorja Collins, Simone Gibson, Sue Kleve, Judi Porter, Evelyn Volders & Claire Palermo. (2021) The Value of Programmatic Assessment in Supporting Educators and Students to Succeed: A Qualitative Evaluation. Journal of the Academy of Nutrition and Dietetics 121:9, pages 1732-1740.
Crossref
Crossref
Caitlin Kemp, Louise van Herwerden, Elizabeth Molloy, Sue Kleve, Julie Brimblecombe, Dianne Reidlinger & Claire Palermo. (2021) How do students offer value to organisations through work integrated learning? A qualitative study using Social Exchange Theory. Advances in Health Sciences Education 26:3, pages 1075-1093.
Crossref
Crossref
Susan Humphrey-Murto, Tammy Shaw, Claire Touchie, Debra Pugh, Lindsay Cowley & Timothy J. Wood. (2021) Are raters influenced by prior information about a learner? A review of assimilation and contrast effects in assessment. Advances in Health Sciences Education 26:3, pages 1133-1156.
Crossref
Crossref
Shaun Prentice, Emily Kirkpatrick, Lambert Schuwirth & Jill Benson. (2021) Identifying the at-risk General Practice trainee: a retrospective cohort meta-analysis of General Practice registrar flagging. Advances in Health Sciences Education 26:3, pages 1001-1025.
Crossref
Crossref
Nathan Zoanetti & Jacob Pearce. (2020) The potential use of Bayesian Networks to support committee decisions in programmatic assessment. Medical Education 55:7, pages 808-817.
Crossref
Crossref
Benjamin KinnearEric J. WarmHolly Caretta-WeyerEric S. HolmboeDavid A. TurnerCees van der VleutenDaniel J. Schumacher. (2021) Entrustment Unpacked: Aligning Purposes, Stakes, and Processes to Enhance Learner Assessment. Academic Medicine 96:7S, pages S56-S63.
Crossref
Crossref
Kimberly D. LomisSally A. SantenMichael DekhtyarVictoria Stagg ElliottJudee RichardsonMaya M. HammoudRichard HawkinsSusan E. Skochelak. (2020) The Accelerating Change in Medical Education Consortium: Key Drivers of Transformative Change. Academic Medicine 96:7, pages 979-988.
Crossref
Crossref
Glenn E. Woodworth, Adrian P. Marty, Pedro P. Tanaka, Aditee P. Ambardekar, Fei Chen, Michael J. Duncan, Ilana R. Fromer, Matthew R. Hallman, Lisa L. Klesius, Beth L. Ladlie, Sally Ann Mitchell, Amy K. Miller Juve, Brian J. McGrath, John A. Shepler, Charles Sims, Christina M. Spofford, Wil Van Cleve & Robert B. Maniker. (2021) Development and Pilot Testing of Entrustable Professional Activities for US Anesthesiology Residency Training. Anesthesia & Analgesia 132:6, pages 1579-1591.
Crossref
Crossref
Displaying 200 of 474 citing articles. Use the download link below to view the full list of citing articles.
Download full citations list