-
1
-
-
33644662286
-
Beter en leuker (‘Better and more fun’)
-
Bleker O, Hoorntje J, Schelfhout V. Beter en leuker (‘Better and more fun’). Med Contact. 2004;59(43):1692–5.
-
(2004)
Med Contact.
, vol.59
, Issue.43
, pp. 1692-1695
-
-
Bleker, O.1
Hoorntje, J.2
Schelfhout, V.3
-
2
-
-
0025079629
-
The quarterly profile examination
-
PID: 2383332, COI: 1:STN:280:DyaK3czktl2gsw%3D%3D
-
Arnold L, Willoughby TL. The quarterly profile examination. Acad Med. 1990;65(8):515–6.
-
(1990)
Acad Med.
, vol.65
, Issue.8
, pp. 515-516
-
-
Arnold, L.1
Willoughby, T.L.2
-
3
-
-
0030036694
-
Fifteen years of experience with progress testing in a problem-based learning curriculum
-
Van der Vleuten CPM, Verwijnen GM, Wijnen WHFW. Fifteen years of experience with progress testing in a problem-based learning curriculum. Med Teach. 1996;18(2):103–11.
-
(1996)
Med Teach.
, vol.18
, Issue.2
, pp. 103-111
-
-
Van der Vleuten, C.P.M.1
Verwijnen, G.M.2
Wijnen, W.H.F.W.3
-
4
-
-
70449116518
-
Progress testing in postgraduate medical education
-
PID: 19877854, COI: 1:STN:280:DC%2BD1MjjtVartA%3D%3D
-
Dijksterhuis MG, Scheele F, Schuwirth LW, Essed GG, Nijhuis JG, Braat DD. Progress testing in postgraduate medical education. Med Teach. 2009;31(10):e464–8.
-
(2009)
Med Teach.
, vol.31
, Issue.10
, pp. e464-e468
-
-
Dijksterhuis, M.G.1
Scheele, F.2
Schuwirth, L.W.3
Essed, G.G.4
Nijhuis, J.G.5
Braat, D.D.6
-
5
-
-
79951861213
-
Feedback: all that effort, but what is the effect?
-
Price M, Handley K, Millar J, O’Donovan B. Feedback: all that effort, but what is the effect? Assess Eval High Educ. 2010;35(3):277–89.
-
(2010)
Assess Eval High Educ.
, vol.35
, Issue.3
, pp. 277-289
-
-
Price, M.1
Handley, K.2
Millar, J.3
O’Donovan, B.4
-
6
-
-
77951879013
-
The role of assessment in a learning culture
-
Oxford, Blackwell
-
Shepard LA. The role of assessment in a learning culture. In: Teaching and learning. Oxford: Blackwell; 2008. p. 229–253.
-
(2008)
Teaching and Learning
, pp. 229-253
-
-
Shepard, L.A.1
-
7
-
-
84859269280
-
Toward meaningful evaluation of medical trainees: the influence of participants’ perceptions of the process
-
Watling CJ, Lingard L. Toward meaningful evaluation of medical trainees: the influence of participants’ perceptions of the process. Adv Health Sci Educ. 2012;17(2):183–94.
-
(2012)
Adv Health Sci Educ
, vol.17
, Issue.2
, pp. 183-194
-
-
Watling, C.J.1
Lingard, L.2
-
8
-
-
0002061929
-
The assessment of professional competence: developments, research and practical implications
-
Van der Vleuten CPM. The assessment of professional competence: developments, research and practical implications. Adv Health Sci Educ. 1996;1(1):41–67.
-
(1996)
Adv Health Sci Educ.
, vol.1
, Issue.1
, pp. 41-67
-
-
Van der Vleuten, C.P.M.1
-
9
-
-
0033653776
-
Extract from the CanMEDS 2000 Project Societal Needs Working Group report
-
CanMEDS 2000. Extract from the CanMEDS 2000 Project Societal Needs Working Group report. Med Teach. 2000;22(6):549–54.
-
(2000)
Med Teach.
, vol.22
, Issue.6
, pp. 549-554
-
-
-
10
-
-
33749185073
-
The foundation programme assessment tools: an opportunity to enhance feedback to trainees?
-
PID: 16954453, COI: 1:STN:280:DC%2BD28rjtVynsQ%3D%3D
-
Carr S. The foundation programme assessment tools: an opportunity to enhance feedback to trainees? Postgrad Med J. 2006;82(971):576–9.
-
(2006)
Postgrad Med J
, vol.82
, Issue.971
, pp. 576-579
-
-
Carr, S.1
-
11
-
-
79957622301
-
Programmatic assessment: from assessment of learning to assessment for learning
-
PID: 21609177
-
Schuwirth LW, Van der Vleuten CP. Programmatic assessment: from assessment of learning to assessment for learning. Med Teach. 2011;33(6):478–85.
-
(2011)
Med Teach
, vol.33
, Issue.6
, pp. 478-485
-
-
Schuwirth, L.W.1
Van der Vleuten, C.P.2
-
12
-
-
77957373546
-
Impact of workplace based assessment on doctors’ education and performance: a systematic review
-
Miller A, Archer J. Impact of workplace based assessment on doctors’ education and performance: a systematic review. Br Med J. 2010;341:c5064.
-
(2010)
Br Med J
, vol.341
, pp. c5064
-
-
Miller, A.1
Archer, J.2
-
13
-
-
84865363371
-
A systemic framework for the progress test: strengths, constraints and issues: AMEE Guide No. 71
-
PID: 22905655
-
Wrigley W, Van Der Vleuten CPM, Freeman A, Muijtjens A. A systemic framework for the progress test: strengths, constraints and issues: AMEE Guide No. 71. Med Teach. 2012;34(9):683–97.
-
(2012)
Med Teach
, vol.34
, Issue.9
, pp. 683-697
-
-
Wrigley, W.1
Van Der Vleuten, C.P.M.2
Freeman, A.3
Muijtjens, A.4
-
14
-
-
77049101560
-
Students’ and teachers’ perceptions of clinical assessment program: a qualitative study in a PBL curriculum
-
PID: 20030842
-
Al Kadri HMF, Al-Moamary MS, van der Vleuten CP. Students’ and teachers’ perceptions of clinical assessment program: a qualitative study in a PBL curriculum. BMC Res Notes. 2009;2:263.
-
(2009)
BMC Res Notes.
, vol.2
, pp. 263
-
-
Al Kadri, H.M.F.1
Al-Moamary, M.S.2
van der Vleuten, C.P.3
-
15
-
-
78649904322
-
The mechanism of impact of summative assessment on medical students’ learning
-
Cilliers FJ, Schuwirth LW, Adendorff HJ, Herman N, van der Vleuten CP. The mechanism of impact of summative assessment on medical students’ learning. Adv Health Sci Educ. 2010;15(5):695–715.
-
(2010)
Adv Health Sci Educ
, vol.15
, Issue.5
, pp. 695-715
-
-
Cilliers, F.J.1
Schuwirth, L.W.2
Adendorff, H.J.3
Herman, N.4
van der Vleuten, C.P.5
-
16
-
-
40049092173
-
Focus on formative feedback
-
Shute VJ. Focus on formative feedback. Rev Educ Res. 2008;78(1):153–89.
-
(2008)
Rev Educ Res.
, vol.78
, Issue.1
, pp. 153-189
-
-
Shute, V.J.1
-
18
-
-
84962782530
-
‘What is the purpose of feedback when revision is not expected?’ A case study of feedback quality and study design in a first year master’s programme
-
Dysthe O. ‘What is the purpose of feedback when revision is not expected?’ A case study of feedback quality and study design in a first year master’s programme. J Acad Writ. 2011;1(1):135–42.
-
(2011)
J Acad Writ.
, vol.1
, Issue.1
, pp. 135-142
-
-
Dysthe, O.1
-
19
-
-
0031001590
-
Feedback falling on deaf ears: residents’ receptivity to feedback tempered by sender credibility
-
Bing-You RG, Paterson J, Levine MA. Feedback falling on deaf ears: residents’ receptivity to feedback tempered by sender credibility. Med Teach. 1997;19(1):40–4.
-
(1997)
Med Teach
, vol.19
, Issue.1
, pp. 40-44
-
-
Bing-You, R.G.1
Paterson, J.2
Levine, M.A.3
-
20
-
-
84893396860
-
Effects of feedback intervention on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory
-
Kluger AN, DeNisi A. Effects of feedback intervention on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychol Bull. 1996;119(2):254–84.
-
(1996)
Psychol Bull
, vol.119
, Issue.2
, pp. 254-284
-
-
Kluger, A.N.1
DeNisi, A.2
-
21
-
-
33947423406
-
The power of feedback
-
Hattie J, Timperley H. The power of feedback. Rev Educ Res. 2007;77(1):81–112.
-
(2007)
Rev Educ Res.
, vol.77
, Issue.1
, pp. 81-112
-
-
Hattie, J.1
Timperley, H.2
-
22
-
-
51549117816
-
Is it worth the effort? How feedback influences students’ subsequent submission of assessable work
-
Crisp BR. Is it worth the effort? How feedback influences students’ subsequent submission of assessable work. Assess Eval High Educ. 2007;5:571–81.
-
(2007)
Assess Eval High Educ.
, vol.5
, pp. 571-581
-
-
Crisp, B.R.1
-
23
-
-
33644862215
-
‘They don’t give us our marks’: the role of formative feedback in student progress
-
Smith E, Gorard S. ‘They don’t give us our marks’: the role of formative feedback in student progress. Assess Educ Princ Policy Pract. 2005;12(1):21–38.
-
(2005)
Assess Educ Princ Policy Pract.
, vol.12
, Issue.1
, pp. 21-38
-
-
Smith, E.1
Gorard, S.2
-
25
-
-
0040144890
-
Enhancing and undermining intrinsic motivation: the effects of task-involving and ego-involving evaluation of interest and performance
-
Butler R. Enhancing and undermining intrinsic motivation: the effects of task-involving and ego-involving evaluation of interest and performance. Br J Educ Psychol. 1988;58(1):1–14.
-
(1988)
Br J Educ Psychol
, vol.58
, Issue.1
, pp. 1-14
-
-
Butler, R.1
-
26
-
-
84858210042
-
Exploring assessment factors contributing to students’ study strategies: literature review
-
PID: 22409191
-
Al Kadri HM, Al-Moamart MS, Roberts C, van der Vleuten CPM. Exploring assessment factors contributing to students’ study strategies: literature review. Med Teach. 2012;34(S1):S42–50.
-
(2012)
Med Teach
, vol.34
, Issue.S1
, pp. S42-S50
-
-
Al Kadri, H.M.1
Al-Moamart, M.S.2
Roberts, C.3
van der Vleuten, C.P.M.4
-
27
-
-
17844365861
-
Forecasting residents’ performance—partly cloudy
-
PID: 15851450
-
Williams RG, Dunnington GL, Klamen DL. Forecasting residents’ performance—partly cloudy. Acad Med. 2005;80(5):415–22.
-
(2005)
Acad Med
, vol.80
, Issue.5
, pp. 415-422
-
-
Williams, R.G.1
Dunnington, G.L.2
Klamen, D.L.3
-
28
-
-
77953146631
-
Assessment steers learning down the right road: impact of progress testing on licensing examination performance
-
PID: 20515380
-
Norman G, Nevill A, Blake JM, Mueller B. Assessment steers learning down the right road: impact of progress testing on licensing examination performance. Med Teach. 2010;32(6):496–9.
-
(2010)
Med Teach
, vol.32
, Issue.6
, pp. 496-499
-
-
Norman, G.1
Nevill, A.2
Blake, J.M.3
Mueller, B.4
-
29
-
-
34249673213
-
Aligning assessment with long-term learning
-
Boud D, Falchikov N. Aligning assessment with long-term learning. Assess Eval High Educ. 2006;31(4):399–413.
-
(2006)
Assess Eval High Educ.
, vol.31
, Issue.4
, pp. 399-413
-
-
Boud, D.1
Falchikov, N.2
-
30
-
-
15244355526
-
Assessing professional competence: from methods to programmes
-
PID: 15733167
-
van der Vleuten CP, Schuwirth LW. Assessing professional competence: from methods to programmes. Med Educ. 2005;39(3):309–17.
-
(2005)
Med Educ
, vol.39
, Issue.3
, pp. 309-317
-
-
van der Vleuten, C.P.1
Schuwirth, L.W.2
-
31
-
-
79955513797
-
‘Feed-forward’: improving students’ use of tutors’ comments
-
Duncan N. ‘Feed-forward’: improving students’ use of tutors’ comments. Assess Eval High Educ. 2007;32(3):271–83.
-
(2007)
Assess Eval High Educ.
, vol.32
, Issue.3
, pp. 271-283
-
-
Duncan, N.1
|