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For: Govaerts MJB, van der Vleuten CPM, Holmboe ES. Managing tensions in assessment: moving beyond either-or thinking. Med Educ 2019;53:64-75. [PMID: 30289171 PMCID: PMC6586064 DOI: 10.1111/medu.13656] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2018] [Revised: 04/16/2018] [Accepted: 06/08/2018] [Indexed: 05/09/2023]
Number Cited by Other Article(s)
1
Birman NA, Vashdi DR, Miller-Mor Atias R, Riskin A, Zangen S, Litmanovitz I, Sagi D. Unveiling the paradoxes of implementing post graduate competency based medical education programs. MEDICAL TEACHER 2024:1-8. [PMID: 38803298 DOI: 10.1080/0142159x.2024.2356826] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/05/2023] [Accepted: 05/14/2024] [Indexed: 05/29/2024]
2
van der Gulden R, Thoonen BPA, Heeneman S, Muris JWM, Sagasser MH, Timmerman AA, Scherpbier-de Haan ND. How to use polarity thinkingTM to manage tensions between accountability and learner agency when using a multipurpose portfolio? EDUCATION FOR PRIMARY CARE 2024:1-10. [PMID: 38762767 DOI: 10.1080/14739879.2024.2335610] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2023] [Accepted: 03/24/2024] [Indexed: 05/20/2024]
3
Braund H, Dalgarno N, O’Dell R, Taylor DR. Making assessment a team sport: a qualitative study of facilitated group feedback in internal medicine residency. CANADIAN MEDICAL EDUCATION JOURNAL 2024;15:14-26. [PMID: 38827914 PMCID: PMC11139793 DOI: 10.36834/cmej.75250] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/05/2024]
4
Cady P, Heykoop C. Strengthening health system leadership in practice. Healthc Manage Forum 2024;37:128-132. [PMID: 37977152 PMCID: PMC11044504 DOI: 10.1177/08404704231209945] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2023]
5
Vaccari E, Moonen-van Loon J, Van der Vleuten C, Hunt P, McManus B. Marking parties for marking written assessments: A spontaneous community of practice. MEDICAL TEACHER 2024;46:573-579. [PMID: 37783205 DOI: 10.1080/0142159x.2023.2262102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/04/2023]
6
Poretti MG, Monti M, Fadda M. Exploring clinical teachers' beliefs about teaching in a newly established medical school in Southern Switzerland. BMC MEDICAL EDUCATION 2024;24:330. [PMID: 38519900 PMCID: PMC10960412 DOI: 10.1186/s12909-024-05299-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/12/2023] [Accepted: 03/12/2024] [Indexed: 03/25/2024]
7
Braund H, Patel V, Dalgarno N, Mann S. Exploring residents' perceptions of competency-based medical education across Canada: A national survey study. MEDEDPUBLISH 2024;14:2. [PMID: 38487752 PMCID: PMC10933567 DOI: 10.12688/mep.19247.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/20/2023] [Indexed: 03/17/2024]  Open
8
Wood TJ, Daniels VJ, Pugh D, Touchie C, Halman S, Humphrey-Murto S. Implicit versus explicit first impressions in performance-based assessment: will raters overcome their first impressions when learner performance changes? ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2023:10.1007/s10459-023-10302-2. [PMID: 38010576 DOI: 10.1007/s10459-023-10302-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/25/2023] [Accepted: 11/12/2023] [Indexed: 11/29/2023]
9
Pearce J, Chiavaroli N, Tavares W. On the use and abuse of metaphors in assessment. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2023;28:1333-1345. [PMID: 36729196 DOI: 10.1007/s10459-022-10203-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/16/2022] [Accepted: 12/29/2022] [Indexed: 06/18/2023]
10
Kusurkar RA, Orsini C, Somra S, Artino AR, Daelmans HE, Schoonmade LJ, van der Vleuten C. The Effect of Assessments on Student Motivation for Learning and Its Outcomes in Health Professions Education: A Review and Realist Synthesis. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023;98:1083-1092. [PMID: 37146237 PMCID: PMC10453393 DOI: 10.1097/acm.0000000000005263] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
11
Holmboe ES, Osman NY, Murphy CM, Kogan JR. The Urgency of Now: Rethinking and Improving Assessment Practices in Medical Education Programs. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023;98:S37-S49. [PMID: 37071705 DOI: 10.1097/acm.0000000000005251] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/19/2023]
12
Martin L, Blissett S, Johnston B, Tsang M, Gauthier S, Ahmed Z, Sibbald M. How workplace-based assessments guide learning in postgraduate education: A scoping review. MEDICAL EDUCATION 2023;57:394-405. [PMID: 36286100 DOI: 10.1111/medu.14960] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Revised: 09/16/2022] [Accepted: 10/21/2022] [Indexed: 06/16/2023]
13
Schafer KR, Sood L, King CJ, Alexandraki I, Aronowitz P, Cohen M, Chretien K, Pahwa A, Shen E, Williams D, Hauer KE. The Grade Debate: Evidence, Knowledge Gaps, and Perspectives on Clerkship Assessment Across the UME to GME Continuum. Am J Med 2023;136:394-398. [PMID: 36632923 DOI: 10.1016/j.amjmed.2023.01.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Accepted: 01/03/2023] [Indexed: 01/10/2023]
14
Westein MPD, Koster AS, Daelmans HEM, Bouvy ML, Kusurkar RA. How progress evaluations are used in postgraduate education with longitudinal supervisor-trainee relationships: a mixed method study. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2023;28:205-222. [PMID: 36094680 PMCID: PMC9992254 DOI: 10.1007/s10459-022-10153-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/30/2021] [Accepted: 08/07/2022] [Indexed: 06/15/2023]
15
Hauer KE, Williams PM, Byerley JS, Swails JL, Barone MA. Blue Skies With Clouds: Envisioning the Future Ideal State and Identifying Ongoing Tensions in the UME-GME Transition. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023;98:162-170. [PMID: 35947473 DOI: 10.1097/acm.0000000000004920] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
16
Brauer S, Kettunen J, Levy A, Merenmies J, Kulmala P. The educational paradigm shift-a phenomenographic study of medical teachers' experiences of practices. BMC MEDICAL EDUCATION 2023;23:29. [PMID: 36641444 PMCID: PMC9840161 DOI: 10.1186/s12909-023-04013-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Accepted: 01/09/2023] [Indexed: 06/17/2023]
17
Jamieson J, Gibson S, Hay M, Palermo C. Teacher, Gatekeeper, or Team Member: supervisor positioning in programmatic assessment. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2022:10.1007/s10459-022-10193-9. [PMID: 36469231 DOI: 10.1007/s10459-022-10193-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/18/2022] [Accepted: 11/27/2022] [Indexed: 06/17/2023]
18
Merritt C, Pusic M, Wolff M, Cico SJ, Santen SA. The Case for Core Competency and Competent Corps: Using Polarity Management to Illuminate Tensions in Training. J Grad Med Educ 2022;14:650-654. [PMID: 36591425 PMCID: PMC9765911 DOI: 10.4300/jgme-d-22-00199.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]  Open
19
Tackett S, Steinert Y, Whitehead CR, Reed DA, Wright SM. Blind spots in medical education: how can we envision new possibilities? PERSPECTIVES ON MEDICAL EDUCATION 2022;11:365-370. [PMID: 36417161 PMCID: PMC9684906 DOI: 10.1007/s40037-022-00730-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2022] [Revised: 09/07/2022] [Accepted: 09/15/2022] [Indexed: 05/29/2023]
20
Ryan MS, Holmboe ES, Chandra S. In Reply to Ibrahim and Abdel-Razig. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022;97:1581. [PMID: 36287721 DOI: 10.1097/acm.0000000000004923] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
21
Phinney LB, Fluet A, O'Brien BC, Seligman L, Hauer KE. Beyond Checking Boxes: Exploring Tensions With Use of a Workplace-Based Assessment Tool for Formative Assessment in Clerkships. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022;97:1511-1520. [PMID: 35703235 DOI: 10.1097/acm.0000000000004774] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
22
Trier J, Turnnidge J, McGuire CS, Côté J, Dagnone JD. It's a 'two-way street': resident perspectives of effective coaching relationships in the clinical learning environment. CANADIAN MEDICAL EDUCATION JOURNAL 2022;13:5-12. [PMID: 35875451 PMCID: PMC9297249 DOI: 10.36834/cmej.72940] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
23
Concordance of Narrative Comments with Supervision Ratings Provided During Entrustable Professional Activity Assessments. J Gen Intern Med 2022;37:2200-2207. [PMID: 35710663 PMCID: PMC9296736 DOI: 10.1007/s11606-022-07509-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/08/2021] [Accepted: 03/24/2022] [Indexed: 10/18/2022]
24
Westein MPD, Koster AS, Daelmans HEM, Collares CF, Bouvy ML, Kusurkar RA. Validity evidence for summative performance evaluations in postgraduate community pharmacy education. CURRENTS IN PHARMACY TEACHING & LEARNING 2022;14:701-711. [PMID: 35809899 DOI: 10.1016/j.cptl.2022.06.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Revised: 05/30/2022] [Accepted: 06/09/2022] [Indexed: 06/15/2023]
25
Khalife R, Gupta M, Gonsalves C, Park YS, Riddle J, Tekian A, Horsley T. Patient involvement in assessment of postgraduate medical learners: A scoping review. MEDICAL EDUCATION 2022;56:602-613. [PMID: 34981565 DOI: 10.1111/medu.14726] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Revised: 11/18/2021] [Accepted: 12/27/2021] [Indexed: 06/14/2023]
26
Valentine N, Durning SJ, Shanahan EM, van der Vleuten C, Schuwirth L. The pursuit of fairness in assessment: Looking beyond the objective. MEDICAL TEACHER 2022;44:353-359. [PMID: 35104191 DOI: 10.1080/0142159x.2022.2031943] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
27
Deng YM, Wu HW, Liao HE. Utilization Intention of Community Pharmacy Service under the Dual Threats of Air Pollution and COVID-19 Epidemic: Moderating Effects of Knowledge and Attitude toward COVID-19. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022;19:ijerph19063744. [PMID: 35329431 PMCID: PMC8954536 DOI: 10.3390/ijerph19063744] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/10/2022] [Revised: 03/09/2022] [Accepted: 03/16/2022] [Indexed: 02/05/2023]
28
Castanelli DJ, Weller JM, Molloy E, Bearman M. Trust, power and learning in workplace-based assessment: The trainee perspective. MEDICAL EDUCATION 2022;56:280-291. [PMID: 34433230 PMCID: PMC9292503 DOI: 10.1111/medu.14631] [Citation(s) in RCA: 18] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Revised: 08/09/2021] [Accepted: 08/17/2021] [Indexed: 05/22/2023]
29
Ziv T, Wamsley M, Lai CJ, Griffiths EP, Maxey A, Kryzhanovskaya IE, Teherani A. A is for advocacy: How introducing student advocacy assessment impacts longitudinal integrated clerkship students and clinical supervisors. MEDICAL TEACHER 2022;44:149-157. [PMID: 34433360 DOI: 10.1080/0142159x.2021.1967903] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
30
Validity evidence for the Anesthesia Clinical Encounter Assessment (ACEA) tool to support competency-based medical education. Br J Anaesth 2022;128:691-699. [PMID: 35027168 DOI: 10.1016/j.bja.2021.12.012] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2021] [Revised: 11/23/2021] [Accepted: 12/10/2021] [Indexed: 01/01/2023]  Open
31
Kaushal B, Singh D, Magoon R, Kashav R. Pedagogy-andragogyheutagogy: Towards transformative educational epistemologies. J Anaesthesiol Clin Pharmacol 2022;38:497-498. [PMID: 36505193 PMCID: PMC9728418 DOI: 10.4103/joacp.joacp_270_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2020] [Revised: 07/06/2020] [Accepted: 01/04/2021] [Indexed: 12/15/2022]  Open
32
Rotthoff T, Kadmon M, Harendza S. It does not have to be either or! Assessing competence in medicine should be a continuum between an analytic and a holistic approach. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021;26:1659-1673. [PMID: 33779895 PMCID: PMC8610945 DOI: 10.1007/s10459-021-10043-0] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/02/2020] [Accepted: 03/07/2021] [Indexed: 06/12/2023]
33
Anderson HL, Kurtz J, West DC. Implementation and Use of Workplace-Based Assessment in Clinical Learning Environments: A Scoping Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021;96:S164-S174. [PMID: 34406132 DOI: 10.1097/acm.0000000000004366] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
34
Pearce J, Tavares W. A philosophical history of programmatic assessment: tracing shifting configurations. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021;26:1291-1310. [PMID: 33893881 DOI: 10.1007/s10459-021-10050-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2020] [Accepted: 04/09/2021] [Indexed: 06/12/2023]
35
Ginsburg S, Watling CJ, Schumacher DJ, Gingerich A, Hatala R. Numbers Encapsulate, Words Elaborate: Toward the Best Use of Comments for Assessment and Feedback on Entrustment Ratings. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021;96:S81-S86. [PMID: 34183607 DOI: 10.1097/acm.0000000000004089] [Citation(s) in RCA: 23] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
36
Kinnear B, Warm EJ, Caretta-Weyer H, Holmboe ES, Turner DA, van der Vleuten C, Schumacher DJ. Entrustment Unpacked: Aligning Purposes, Stakes, and Processes to Enhance Learner Assessment. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021;96:S56-S63. [PMID: 34183603 DOI: 10.1097/acm.0000000000004108] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
37
Seligman L, Abdullahi A, Teherani A, Hauer KE. From Grading to Assessment for Learning: A Qualitative Study of Student Perceptions Surrounding Elimination of Core Clerkship Grades and Enhanced Formative Feedback. TEACHING AND LEARNING IN MEDICINE 2021;33:314-325. [PMID: 33228392 DOI: 10.1080/10401334.2020.1847654] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
38
Valentine N, Durning S, Shanahan EM, Schuwirth L. Fairness in human judgement in assessment: a hermeneutic literature review and conceptual framework. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021;26:713-738. [PMID: 33123837 DOI: 10.1007/s10459-020-10002-1] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/13/2020] [Accepted: 10/19/2020] [Indexed: 06/11/2023]
39
van der Meulen MW, Arah OA, Heeneman S, Oude Egbrink MGA, van der Vleuten CPM, Lombarts KMJMH. When Feedback Backfires: Influences of Negative Discrepancies Between Physicians' Self and Assessors' Scores on Their Subsequent Multisource Feedback Ratings. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2021;41:94-103. [PMID: 34009839 DOI: 10.1097/ceh.0000000000000347] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
40
Padmore JS, Andolsek KM, Iobst WF, Poulin LJ, Hogan SO, Richard KM. Navigating Academic Law in Competency Decisions. J Grad Med Educ 2021;13:102-108. [PMID: 33936542 PMCID: PMC8078072 DOI: 10.4300/jgme-d-20-00963.1] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]  Open
41
Fainstad TL, McClintock AH, Yarris LM. Bias in assessment: name, reframe, and check in. CLINICAL TEACHER 2021;18:449-453. [PMID: 33787001 DOI: 10.1111/tct.13351] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2021] [Revised: 02/19/2021] [Accepted: 03/11/2021] [Indexed: 11/28/2022]
42
McDonald JA, Lai CJ, Lin MYC, O'Sullivan PS, Hauer KE. "There Is a Lot of Change Afoot": A Qualitative Study of Faculty Adaptation to Elimination of Tiered Grades With Increased Emphasis on Feedback in Core Clerkships. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021;96:263-270. [PMID: 32909998 DOI: 10.1097/acm.0000000000003730] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
43
Skipper M, Nøhr SB, Engeström Y. The change laboratory in medical education: Two examples of tackling contradictory challenges. MEDICAL EDUCATION 2021;55:93-100. [PMID: 32722852 DOI: 10.1111/medu.14298] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2020] [Revised: 07/08/2020] [Accepted: 07/20/2020] [Indexed: 06/11/2023]
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Young JQ, Sugarman R, Schwartz J, O'Sullivan PS. Faculty and Resident Engagement With a Workplace-Based Assessment Tool: Use of Implementation Science to Explore Enablers and Barriers. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020;95:1937-1944. [PMID: 32568853 DOI: 10.1097/acm.0000000000003543] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
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Lucey CR, Hauer KE, Boatright D, Fernandez A. Medical Education's Wicked Problem: Achieving Equity in Assessment for Medical Learners. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020;95:S98-S108. [PMID: 32889943 DOI: 10.1097/acm.0000000000003717] [Citation(s) in RCA: 63] [Impact Index Per Article: 15.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
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Validity of entrustment scales within anesthesiology residency training. Can J Anaesth 2020;68:53-63. [PMID: 33083924 DOI: 10.1007/s12630-020-01823-0] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2019] [Revised: 07/09/2020] [Accepted: 07/12/2020] [Indexed: 10/23/2022]  Open
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Huwendiek S, Jung D, Schirlo C, Huber P, Balestra G, Guttormsen S, Berendonk C. The introduction of a standardised national licensing exam as a driver of change in medical education: A qualitative study from Switzerland. MEDICAL TEACHER 2020;42:1163-1170. [PMID: 32772611 DOI: 10.1080/0142159x.2020.1798911] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
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Gumuchian ST, Pal NE, Young M, Danoff D, Plotnick LH, Cummings BA, Gomez-Garibello C, Dory V. Learner handover: Perspectives and recommendations from the front-line. PERSPECTIVES ON MEDICAL EDUCATION 2020;9:294-301. [PMID: 32809189 PMCID: PMC7550510 DOI: 10.1007/s40037-020-00601-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
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Holmboe ES, Durning SJ. Understanding the social in diagnosis and error: a family of theories known as situativity to better inform diagnosis and error. Diagnosis (Berl) 2020;7:161-164. [DOI: 10.1515/dx-2020-0080] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
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Schumacher DJ, Dornoff E, Carraccio C, Busari J, van der Vleuten C, Kinnear B, Kelleher M, Sall DR, Warm E, Martini A, Holmboe E. The Power of Contribution and Attribution in Assessing Educational Outcomes for Individuals, Teams, and Programs. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020;95:1014-1019. [PMID: 31833856 DOI: 10.1097/acm.0000000000003121] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
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