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The Hidden Value of Narrative Comments for Assessment: A Quantitative Reliability Analysis of Qualitative Data

Academic medicine, 2017-11, Vol.92 (11), p.1617-1621

2017

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Effects of pairs of problems and examples on task performance and different types of cognitive load

Learning and instruction, 2014-04, Vol.30, p.32-42

2014

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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 development and validation of a framework for teaching competencies in higher education

Higher education, 2004-09, Vol.48 (2), p.253-268

2004

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Broadening the Scope of Feedback to Promote Its Relevance to Workplace Learning

Academic medicine, 2018-04, Vol.93 (4), p.556-559

2018

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A Historical Discourse Analysis of Pharmacist Identity in Pharmacy Education

American journal of pharmaceutical education, 2020-09, Vol.84 (9), p.1251-1258, Article ajpe7864

2020

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Rethinking the globalisation of problem-based learning: how culture challenges self-directed learning

Medical education, 2012-08, Vol.46 (8), p.738-747

2012

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Defining and Adopting Clinical Performance Measures in Graduate Medical Education: Where Are We Now and Where Are We Going?

Academic medicine, 2019-05, Vol.94 (5), p.671-677

2019

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Factors Influencing Professional Identity Construction in Fourth-Year Pharmacy Students

American journal of pharmaceutical education, 2023-04, Vol.87 (3), p.ajpe9110-423, Article ajpe9110

2023

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Quiet or questioning? Students' discussion behaviors in student-centered education across cultures

Studies in higher education (Dorchester-on-Thames), 2014-01, Vol.39 (6), p.1001-1021

2014

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How Entrustment Is Informed by Holistic Judgments Across Time in a Family Medicine Residency Program: An Ethnographic Nonparticipant Observational Study

Academic medicine, 2017-06, Vol.92 (6), p.792-799

2017

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Trends in research on the tutor in problem-based learning: conclusions and implications for educational practice and research

Medical teacher, 2002, Vol.24 (2), p.173-180

2002

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Learning in context: Identifying gaps in research on the transfer of medical communication skills to the clinical workplace

Patient education and counseling, 2013-02, Vol.90 (2), p.184-192

2013

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More Consensus Than Idiosyncrasy: Categorizing Social Judgments to Examine Variability in Mini-CEX Ratings

Academic medicine, 2014-11, Vol.89 (11), p.1510-1519

2014

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Quality of feedback following performance assessments: does assessor expertise matter?

European journal of training and development, 2013-01, Vol.37 (1), p.105-125

2013

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The process of feedback in workplace-based assessment: organisation, delivery, continuity

Medical education, 2012-06, Vol.46 (6), p.604-612

2012

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The Association Between Learning Climate and Adverse Obstetrical Outcomes in 16 Nontertiary Obstetrics–Gynecology Departments in the Netherlands

Academic medicine, 2017-12, Vol.92 (12), p.1740-1748

2017

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Using a Smartphone App and Coaching Group Sessions to Promote Residents’ Reflection in the Workplace

Academic medicine, 2016-03, Vol.91 (3), p.365-370

2016

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The Reliability of Multisource Feedback in Competency-Based Assessment Programs: The Effects of Multiple Occasions and Assessor Groups

Academic medicine, 2015-08, Vol.90 (8), p.1093-1099

2015

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An innovative peer assessment approach to enhance guideline adherence in physical therapy: single-masked, cluster-randomized controlled trial

Physical therapy, 2015-04, Vol.95 (4), p.600-612

2015

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The Association Between Residency Learning Climate and Inpatient Care Experience in Clinical Teaching Departments in the Netherlands

Academic medicine, 2019-03, Vol.94 (3), p.419-426

2019

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Exploring Validity Evidence Associated With Questionnaire-Based Tools for Assessing the Professional Performance of Physicians: A Systematic Review

Academic medicine, 2019-09, Vol.94 (9), p.1384-1397

2019

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Development and validation of a novel method for assessing competency in polypectomy: direct observation of polypectomy skills

Gastrointestinal endoscopy, 2011-06, Vol.73 (6), p.1232-1239.e2

2011

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Perceived Effects of Innovations in Postgraduate Medical Education: A Q Study Focusing on Workplace-Based Assessment

Academic medicine, 2014-09, Vol.89 (9), p.1259-1266

2014

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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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The Hidden Value of Narrative Comments for Assessment: A Quantitative Reliability Analysis of Qualitative Data

Effects of pairs of problems and examples on task performance and different types of cognitive load

Beyond individualism: professional culture and its influence on feedback

The development and validation of a framework for teaching competencies in higher education

Broadening the Scope of Feedback to Promote Its Relevance to Workplace Learning

A Historical Discourse Analysis of Pharmacist Identity in Pharmacy Education

Rethinking the globalisation of problem-based learning: how culture challenges self-directed learning

Defining and Adopting Clinical Performance Measures in Graduate Medical Education: Where Are We Now and Where Are We Going?

Factors Influencing Professional Identity Construction in Fourth-Year Pharmacy Students

Quiet or questioning? Students' discussion behaviors in student-centered education across cultures

How Entrustment Is Informed by Holistic Judgments Across Time in a Family Medicine Residency Program: An Ethnographic Nonparticipant Observational Study

Trends in research on the tutor in problem-based learning: conclusions and implications for educational practice and research

Learning in context: Identifying gaps in research on the transfer of medical communication skills to the clinical workplace

More Consensus Than Idiosyncrasy: Categorizing Social Judgments to Examine Variability in Mini-CEX Ratings

Quality of feedback following performance assessments: does assessor expertise matter?

The process of feedback in workplace-based assessment: organisation, delivery, continuity

The Association Between Learning Climate and Adverse Obstetrical Outcomes in 16 Nontertiary Obstetrics–Gynecology Departments in the Netherlands

Using a Smartphone App and Coaching Group Sessions to Promote Residents’ Reflection in the Workplace

The Reliability of Multisource Feedback in Competency-Based Assessment Programs: The Effects of Multiple Occasions and Assessor Groups

An innovative peer assessment approach to enhance guideline adherence in physical therapy: single-masked, cluster-randomized controlled trial

The Association Between Residency Learning Climate and Inpatient Care Experience in Clinical Teaching Departments in the Netherlands

Exploring Validity Evidence Associated With Questionnaire-Based Tools for Assessing the Professional Performance of Physicians: A Systematic Review

Development and validation of a novel method for assessing competency in polypectomy: direct observation of polypectomy skills

Perceived Effects of Innovations in Postgraduate Medical Education: A Q Study Focusing on Workplace-Based Assessment

Development of an instrument for measuring different types of cognitive load

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