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Ardi Findyartini, Nur Afrainin Syah, Astrid Pratidina Susilo, Hikmawati Nurokhmanti, Nurul Qomariyah, Nadia Greviana, Dina Qurratu Ainin, Sylvia Mustika Sari & Mora Claramita. (2023) Challenges and opportunities in cultivating medical students’ competencies: Participatory action research from a hierarchical cultural setting. Medical Education Online 28:1.
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Adrian Philipp Marty, Machelle Linsenmeyer, Brian George, John Q. Young, Jan Breckwoldt & Olle ten Cate. (2023) Mobile technologies to support workplace-based assessment for entrustment decisions: Guidelines for programs and educators: AMEE Guide No. 154. Medical Teacher 45:11, pages 1203-1213.
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Brian McEllistrem, Marije P. Hennus, Tim Fawns & Karena Hanley. (2023) Exploring the Irish general practice training community’s perceptions on how an entrustable professional activities dashboard implementation could facilitate general practice training in Ireland. Education for Primary Care 34:2, pages 91-99.
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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.
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Jonathan G. Halls, Carmen Tomás, John S. Owen & Kamel Hawwash. (2022) Mapping out the landscape of literature on assessment in engineering education. European Journal of Engineering Education 47:3, pages 373-393.
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Nyoli Valentine, Steven J. Durning, Ernst Michael Shanahan, Cees van der Vleuten & Lambert Schuwirth. (2022) The pursuit of fairness in assessment: Looking beyond the objective. Medical Teacher 44:4, pages 353-359.
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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.
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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.
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Megan J. Bray, Elizabeth B. Bradley, James R. Martindale & Maryellen E. Gusic. (2021) Implementing Systematic Faculty Development to Support an EPA-Based Program of Assessment: Strategies, Outcomes, and Lessons Learned. Teaching and Learning in Medicine 33:4, pages 434-444.
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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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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.
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Judith M. Sieben, Sylvia Heeneman, Mascha M. Verheggen & Erik W. Driessen. (2021) Can concept mapping support the quality of reflections made by undergraduate medical students? A mixed method study. Medical Teacher 43:4, pages 388-396.
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Katherine A. Moreau. (2021) Exploring the connections between programmatic assessment and program evaluation within competency-based medical education programs. Medical Teacher 43:3, pages 250-252.
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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.
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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.
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J. L. Kertesz & P. Brett. (2020) Defining and designing impact consciousness in teacher education. Teaching Education 31:4, pages 363-380.
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Matthew Kelleher, Benjamin Kinnear, Sue E. Poynter Wong, Jennifer O’Toole & Eric Warm. (2020) Linking Workplace-Based Assessment to ACGME Milestones: A Comparison of Mapping Strategies in Two Specialties. Teaching and Learning in Medicine 32:2, pages 194-203.
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M. Van Der Schaaf, B. Slof, L. Boven & A. De Jong. (2019) Evidence for measuring teachers’ core practices. European Journal of Teacher Education 42:5, pages 675-694.
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I. Scott, A. Gingerich & K. W. Eva. (2019) Twelve tips for clinicians dealing with uncertainty when assessing learners. Medical Teacher 41:8, pages 888-894.
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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.
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Rukhsana W. Zuberi, Debra L. Klamen, Jennifer Hallam, Naveed Yousuf, Austin M. Beason, Evyn L. Neumeister, Rob Lane & Jason Ward. (2019) The journeys of three ASPIRE winning medical schools toward excellence in student assessment. Medical Teacher 41:4, pages 457-464.
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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.
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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.
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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.
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Ronald M. Harden. (2018) Ten key features of the future medical school—not an impossible dream. Medical Teacher 40:10, pages 1010-1015.
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Lillian Campbell. (2018) The Rhetoric of Health and Medicine as a “Teaching Subject”: Lessons from the Medical Humanities and Simulation Pedagogy. Technical Communication Quarterly 27:1, pages 7-20.
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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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Roghayeh Gandomkar, Mohammad Jalili & Azim Mirzazadeh. (2015) Evaluating assessment programmes using programme evaluation models. Medical Teacher 37:8, pages 792-793.
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