Mobile technologies to support workplace-based assessment for entrustment decisions: guidelines for programs and educators: AMEE Guide No. 154

A mobile application to facilitate implementation of programmatic assessment in anaesthesia training

(2022) Adrian P. Marty et al.   BRITISH JOURNAL OF ANAESTHESIA

Development of a pediatric anesthesia fellowship curriculum in Australasia by the Society for Pediatric Anesthesia of New Zealand and Australia ( SPANZA ) education sub committee

(2022) Balvindar Kaur et al.   PEDIATRIC ANESTHESIA

Implementation of entrustable professional activities into fellowship council accredited programs: a pilot project

(2022) Melissa N. Hanson et al.   SURGICAL ENDOSCOPY AND OTHER INTERVENTIONAL TECHNIQUES

“The Most Crushing Thing”: Understanding Resident Assessment Burden in a Competency-Based Curriculum

(2022) Mary C. Ott et al.   Journal of graduate medical education

Proposed definition of competencies for surgical neuro-oncology training

(2021) Marcel A. Kamp et al.   JOURNAL OF NEURO-ONCOLOGY

Numbers Encapsulate, Words Elaborate: Toward the Best Use of Comments for Assessment and Feedback on Entrustment Ratings

(2021) Shiphra Ginsburg et al.   ACADEMIC MEDICINE

On the validity of summative entrustment decisions

(2021) Claire Touchie et al.   MEDICAL TEACHER

Fast, Easy, and Good

(2020) John Q. Young et al.   ACADEMIC MEDICINE

Assessing Trainees and Making Entrustment Decisions

(2020) Olle ten Cate et al.   ACADEMIC MEDICINE

Ten caveats of learning analytics in health professions education: A consumer’s perspective

(2020) Olle ten Cate et al.   MEDICAL TEACHER

Faculty and Resident Engagement With a Workplace-Based Assessment Tool

(2020) John Q. Young et al.   ACADEMIC MEDICINE

Overcoming the Challenges of Direct Observation and Feedback Programs: A Qualitative Exploration of Resident and Faculty Experiences

(2020) John Q. Young et al.   TEACHING AND LEARNING IN MEDICINE

The ingredients of a rich entrustment decision

(2020) Olle ten Cate et al.   MEDICAL TEACHER

Implicit Bias and the Feedback Paradox

(2019) Javeed Sukhera et al.   ACADEMIC MEDICINE

Using smartphones for trainee performance assessment: A SIMPL case study

(2019) Brian C. George et al.   SURGERY

Is it time for a new model of education in the health professions?

(2019) John Norcini   MEDICAL EDUCATION

Translating Theory Into Practice

(2018) Karen E. Hauer et al.   ACADEMIC MEDICINE

Enhanced Requirements for Assessment in a Competency-Based, Time-Variable Medical Education System

(2018) Larry D. Gruppen et al.   ACADEMIC MEDICINE

Mobile-based assessment: A literature review of publications in major referred journals from 2009 to 2018

(2018) Stavros A. Nikou et al.   COMPUTERS & EDUCATION

Stakes in the eye of the beholder: an international study of learners’ perceptions within programmatic assessment

(2018) Suzanne Schut et al.   MEDICAL EDUCATION

Barriers and Enablers to Direct Observation of Trainees’ Clinical Performance

(2018) Warren J. Cheung et al.   ACADEMIC MEDICINE

The Power of Subjectivity in the Assessment of Medical Trainees

(2018) Olle ten Cate et al.   ACADEMIC MEDICINE

A Best Evidence Medical Education (BEME) systematic review of: What works best for health professions students using mobile (hand-held) devices for educational support on clinical placements? BEME Guide No. 52

(2018) Gillian Maudsley et al.   MEDICAL TEACHER

Staging a performance: learners’ perceptions about direct observation during residency

(2017) Kori A LaDonna et al.   MEDICAL EDUCATION

Core principles of assessment in competency-based medical education

(2017) Jocelyn Lockyer et al.   MEDICAL TEACHER

Entrustment Decision Making in Clinical Training

(2016) Olle ten Cate et al.   ACADEMIC MEDICINE

Entrusting Observable Practice Activities and Milestones Over the 36 Months of an Internal Medicine Residency

(2016) Eric J. Warm et al.   ACADEMIC MEDICINE

The Feasibility of Real-Time Intraoperative Performance Assessment With SIMPL (System for Improving and Measuring Procedural Learning): Early Experience From a Multi-institutional Trial

(2016) Jordan D. Bohnen et al.   Journal of Surgical Education

Feedback and the educational alliance: examining credibility judgements and their consequences

(2016) Summer Telio et al.   MEDICAL EDUCATION

‘Sometimes the work just needs to be done’: socio-cultural influences on direct observation in medical training

(2016) Christopher Watling et al.   MEDICAL EDUCATION

Workplace-based assessment: a review of user perceptions and strategies to address the identified shortcomings

(2015) Jonathan Massie et al.   ADVANCES IN HEALTH SCIENCES EDUCATION

Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99

(2015) Olle ten Cate et al.   MEDICAL TEACHER

AM Last Page

(2014) Olle ten Cate   ACADEMIC MEDICINE

Can I leave the theatre? A key to more reliable workplace-based assessment

(2014) J.M. Weller et al.   BRITISH JOURNAL OF ANAESTHESIA

Entrustment and Mapping of Observable Practice Activities for Resident Assessment

(2014) Eric J. Warm et al.   JOURNAL OF GENERAL INTERNAL MEDICINE

The Measured Effect of Delay in Completing Operative Performance Ratings on Clarity and Detail of Ratings Assigned

(2014) Reed G. Williams et al.   Journal of Surgical Education

Twelve Tips for programmatic assessment

(2014) C.P.M. Van Der Vleuten et al.   MEDICAL TEACHER

Multisource Feedback: Can It Meet Criteria for Good Assessment?

(2013) Jocelyn Lockyer   JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS

History and practice of competency-based assessment

(2011) Stephen J. Lurie   MEDICAL EDUCATION

Good questions, good answers: construct alignment improves the performance of workplace-based assessment scales

(2011) Jim Crossley et al.   MEDICAL EDUCATION

The rotational approach to medical education: time to confront our assumptions?

(2010) Eric Holmboe et al.   MEDICAL EDUCATION