References
- Arnold L, Willoughby TL. The quarterly profile examination. Acad Med 1990; 65: 515–516
- Beullens J, Struyf E, Van Damme B. Do extended matching multiple-choice questions measure clinical reasoning?. Med Educ 2005; 39: 410–417
- Blake JM, Norman GR, Keane DR, Mueller CB, Cunnington J, Didyk N. Introducing progress testing in McMaster University's problem-based medical curriculum: Psychometric properties and effect on learning. Acad Med 1996; 71: 1002–1007
- Charlin B, Van der Vleuten C. Standardized assessment of reasoning in contexts of uncertainty: The script concordance approach. Eval Health Prof 2004; 27: 304–319
- Crohnbach LJ. What price simplicity. Educational Measurement: Issues and Practice 1983; 2: 11–12
- Downing SM. Reliability: On the reproducibility of assessment data. Med Educ 2004; 38: 1006–1012
- Downing SM, Haladyna TM. Validity threats: Overcoming interference with proposed interpretations of assessment data. Med Educ 2004; 38: 327–333
- Ebel RL. The practical validation of tests of ability. Educational Measurement: Issues and Practice 1983; 2: 7–10
- Ericsson KA. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med 2004; 79: S70–S81
- Farr MJ. The long-term retention of knowledge and skills. A cognitive and instructional perspective. Springer-Verlag, New York 1987
- Flexner A. Medical education in the United States and Canada. From the Carnegie Foundation for the Advancement of Teaching. 1910
- Frederiksen N. The real test bias, influences of testing on teaching and learning. Am Psychol 1984; 39: 193–202
- Hutchinson L, Aitken P, Hayes T. Are medical postgraduate certification processes valid? A systematic review of the published evidence. Med Educ 2002; 36: 73–91
- Joshi R, Ling FW, Jaeger J. Assessment of a 360-degree instrument to evaluate residents' competency in interpersonal and communication skills. Acad Med 2004; 79: 458–463
- Mathers NJ, Challis MC, Howe AC, Field NJ. Portfolios in continuing medical education–effective and efficient?. Med Educ 1999; 33: 521–530
- Newble DI, Jaeger K. The effect of assessments and examinations on the learning of medical students. Med Educ 1983; 17: 165–171
- Norcini JJ, Blank LL, Arnold GK, Kimball HR. The mini-CEX (clinical evaluation exercise): A preliminary investigation. Ann Intern Med 1995; 123: 795–799
- Norman GR. What should be assessed?. The challenge of problem based learning, DAFG Boud. Kogan Page, London 1991; 254–259
- Osler W. On the need of a radical reform in our methods of teaching senior students. The Medical News 1903; 82: 49–53
- Patel VL, Evans AE, Groen GJ. Biomedical knowledge and clinical reasoning. Cognitive science in medicine: Biomedical modeling, V Patel, L Evans DA. MIT Press, Cambridge, MA 1989; 53–112
- Schmidt HG, Norman GR, Boshuizen HP. A cognitive perspective on medical expertise: Theory and implication. Acad Med 1990; 65: 611–621
- Schuwirth LW, Verheggen MM, Van der Vleuten CP, Boshuizen HP, Dinant GJ. Do short cases elicit different thinking processes than factual knowledge questions do?. Med Educ 2001; 35: 348–356
- Van de Wiel MWJ. 1997. Knowledge encapsulation: Studies on the development of medical expertise. Department of Educational Development and Research. University of Maastricht.
- Van der Vleuten CP, Schuwirth LW. Assessing professional competence: From methods to programmes. Med Educ 2005; 39: 309–317
- Van der Vleuten CPM. The assessment of professional competence: Developments, research and practical implications. Adv Health Sci Educ 1996a; 1: 41–67
- Van der Vleuten CPM. Validity of final examinations in undergraduate medical training. BMJ 2000; 321: 1217–1219
- Van der Vleuten CPM, Verwijnen GM, Wijnen WHFW. Fifteen years of experience with progress testing in a problem-based curriculum. Med Teach 1996b; 18: 103–109