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James Thompson & Don Houston. (2022) Resolving the wicked problem of quality in paramedic education: the application of assessment for learning to bridge theory-practice gaps. Quality in Higher Education 0:0, pages 1-18.
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Claire Touchie, Benjamin Kinnear, Daniel Schumacher, Holly Caretta-Weyer, Stanley J. Hamstra, Danielle Hart, Larry Gruppen, Shelley Ross, Eric Warm & Olle ten Cate. (2021) On the validity of summative entrustment decisions. Medical Teacher 43:7, pages 780-787.
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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.
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Matt Homer & Jen Russell. (2021) Conjunctive standards in OSCEs: The why and the how of number of stations passed criteria. Medical Teacher 43:4, pages 448-455.
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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.
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Mark Quirk & Heidi Chumley. (2018) The adaptive medical curriculum: A model for continuous improvement. Medical Teacher 40:8, pages 786-790.
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Janica Jamieson, Gemma Jenkins, Shelley Beatty & Claire Palermo. (2017) Designing programmes of assessment: A participatory approach. Medical Teacher 39:11, pages 1182-1188.
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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.
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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.
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Larry Gruppen, Jason R. Frank, Jocelyn Lockyer, Shelley Ross, M. Dylan Bould, Peter Harris, Farhan Bhanji, Brian D. Hodges, Linda Snell & Olle ten Cate. (2017) Toward a research agenda for competency-based medical education. Medical Teacher 39:6, pages 623-630.
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James T. Fitzgerald, John C. Burkhardt, Steven J. Kasten, Patricia B. Mullan, Sally A. Santen, Kent J. Sheets, Antonius Tsai, John A. Vasquez & Larry D. Gruppen. (2016) Assessment challenges in competency-based education: A case study in health professions education. Medical Teacher 38:5, pages 482-490.
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Laura L. Wood, Adam Reynolds & Myriam D. Savage. (2022) Designing a model of knowledge competencies within drama therapy: Phase 1. Drama Therapy Review 8:2, pages 175-195.
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Chris Roberts, Priya Khanna, Jane Bleasel, Stuart Lane, Annette Burgess, Kellie Charles, Rosa Howard, Deborah O'Mara, Inam Haq & Timothy Rutzou. (2022) Student perspectives on programmatic assessment in a large medical programme: A critical realist analysis. Medical Education 56:9, pages 901-914.
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Shelley Ross, Deena Hamza, Rosslynn Zulla, Samantha Stasiuk & Darren Nichols. (2022) Development of and Preliminary Validity Evidence for the EFeCT Feedback Scoring Tool. Journal of Graduate Medical Education 14:1, pages 71-79.
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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.
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ChhabiLal Adhikari. (2021) Curriculum for Masters in General Practice – Bhutan. Journal of Family Medicine and Primary Care 10:6, pages 2061.
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Francisco Pires Negromonte de Macêdo, Maria José Pereira Vilar & Marcelle Alves Borba Negromonte de Macêdo. (2021) Avaliação em uma residência de radiologia: elaboração de um novo instrumento e experiência inicial. Revista Brasileira de Educação Médica 45:3.
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Rongrong Nie, Feng Zhu, Xiangfeng Meng, Hai Zhang, Sijing Xie, Li Wu, Jie Yang & Weibin Sun. (2018) Application of OSCE for Stage Assessment in Standardized Training for Oral Residents. Journal of Dental Education 82:9, pages 1000-1006.
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