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Validity in work-based assessment: expanding our horizons

Medical education, 2013-12, Vol.47 (12), p.1164-1174

2013

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A history of assessment in medical education

Advances in health sciences education : theory and practice, 2020-12, Vol.25 (5), p.1045-1056

2020

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Context matters when striving to promote active and lifelong learning in medical education

Medical education, 2018-01, Vol.52 (1), p.34-44

2018

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Context and clinical reasoning: understanding the perspective of the expert's voice

Medical education, 2011-09, Vol.45 (9), p.927-938

2011

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Learning from clinical work: the roles of learning cues and credibility judgements

Medical education, 2012-02, Vol.46 (2), p.192-200

2012

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Managing tensions in assessment: moving beyond either–or thinking

Medical education, 2019-01, Vol.53 (1), p.64-75

2019

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Very‐short‐answer questions: reliability, discrimination and acceptability

Medical education, 2018-04, Vol.52 (4), p.447-455

2018

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Students' perceptions towards self-directed learning in Ethiopian medical schools with new innovative curriculum: a mixed-method study

BMC medical education, 2020-01, Vol.20 (1), p.7-7, Article 7

2020

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Assessment in the context of problem-based learning

Advances in health sciences education : theory and practice, 2019-12, Vol.24 (5), p.903-914

2019

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Development of an instrument for measuring different types of cognitive load

Behavior research methods, 2013-12, Vol.45 (4), p.1058-1072

2013

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Music lessons: revealing medicine's learning culture through a comparison with that of music

Medical education, 2013-08, Vol.47 (8), p.842-850

2013

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Closing the patient experience chasm: A two‐level validation of the Consumer Quality Index Inpatient Hospital Care

Health expectations : an international journal of public participation in health care and health policy, 2017-10, Vol.20 (5), p.1041-1048

2017

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Exploring the factors influencing clinical students' self-regulated learning

Medical education, 2015-06, Vol.49 (6), p.589-600

2015

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Learning culture and feedback: an international study of medical athletes and musicians

Medical education, 2014-07, Vol.48 (7), p.713-723

2014

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Inter-rater variability as mutual disagreement: identifying raters’ divergent points of view

Advances in health sciences education : theory and practice, 2017-10, Vol.22 (4), p.819-838

2017

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Twelve tips to promote a feedback culture with a growth mind-set: Swinging the feedback pendulum from recipes to relationships

Medical teacher, 2019-06, Vol.41 (6), p.625-631

2019

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Beyond individualism: professional culture and its influence on feedback

Medical education, 2013-06, Vol.47 (6), p.585-594

2013

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The impact of programmatic assessment on student learning: theory versus practice

Medical education, 2015-05, Vol.49 (5), p.487-498

2015

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Self-entrustment: how trainees’ self-regulated learning supports participation in the workplace

Advances in health sciences education : theory and practice, 2017-10, Vol.22 (4), p.931-949

2017

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Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others

Instructional science, 2011-03, Vol.39 (2), p.189-204

2011

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Stakeholder perspectives on workplace-based performance assessment: towards a better understanding of assessor behaviour

Advances in health sciences education : theory and practice, 2017-12, Vol.22 (5), p.1213-1243

2017

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A model of the pre-assessment learning effects of summative assessment in medical education

Advances in health sciences education : theory and practice, 2012-03, Vol.17 (1), p.39-53

2012

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Bridging the gap: a five stage approach for developing specialty-specific entrustable professional activities

BMC medical education, 2016-04, Vol.16 (117), p.117-117, Article 117

2016

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Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-making

BMC medical education, 2022-05, Vol.22 (1), p.409-409, Article 409

2022

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How clinical medical students perceive others to influence their self‐regulated learning

Medical education, 2017-03, Vol.51 (3), p.269-279

2017

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Validity in work-based assessment: expanding our horizons

A history of assessment in medical education

Context matters when striving to promote active and lifelong learning in medical education

Context and clinical reasoning: understanding the perspective of the expert's voice

Learning from clinical work: the roles of learning cues and credibility judgements

Managing tensions in assessment: moving beyond either–or thinking

Very‐short‐answer questions: reliability, discrimination and acceptability

Students' perceptions towards self-directed learning in Ethiopian medical schools with new innovative curriculum: a mixed-method study

Assessment in the context of problem-based learning

Development of an instrument for measuring different types of cognitive load

Music lessons: revealing medicine's learning culture through a comparison with that of music

Closing the patient experience chasm: A two‐level validation of the Consumer Quality Index Inpatient Hospital Care

Exploring the factors influencing clinical students' self-regulated learning

Learning culture and feedback: an international study of medical athletes and musicians

Inter-rater variability as mutual disagreement: identifying raters’ divergent points of view

Twelve tips to promote a feedback culture with a growth mind-set: Swinging the feedback pendulum from recipes to relationships

Beyond individualism: professional culture and its influence on feedback

The impact of programmatic assessment on student learning: theory versus practice

Self-entrustment: how trainees’ self-regulated learning supports participation in the workplace

Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others

Stakeholder perspectives on workplace-based performance assessment: towards a better understanding of assessor behaviour

A model of the pre-assessment learning effects of summative assessment in medical education

Bridging the gap: a five stage approach for developing specialty-specific entrustable professional activities

Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-making

How clinical medical students perceive others to influence their self‐regulated learning

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