| scholarly article | Q13442814 |
| P2093 | author name string | Karen E Hauer | |
| Eric Holmboe | |||
| Jennifer R Kogan | |||
| Rose Hatala | |||
| P2860 | cites work | Seeing the same thing differently: mechanisms that contribute to assessor differences in directly-observed performance assessments. | Q47771565 |
| Realizing the promise of competency-based medical education | Q47802625 | ||
| Can I leave the theatre? A key to more reliable workplace-based assessment | Q47897921 | ||
| The enablers and barriers to the use of direct observation of trainee clinical skills by supervising faculty in a psychiatry residency program | Q47938348 | ||
| Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination theory. | Q48018023 | ||
| The mini-CEX: a method for assessing clinical skills | Q48032744 | ||
| Self-regulation theory: applications to medical education: AMEE Guide No. 58. | Q48034200 | ||
| Inter-rater variability as mutual disagreement: identifying raters' divergent points of view. | Q48344401 | ||
| How do you deliver a good obstetrician? Outcome-based evaluation of medical education | Q48394833 | ||
| Broadening perspectives on clinical performance assessment: rethinking the nature of in-training assessment | Q48424665 | ||
| Assessing professional competence: from methods to programmes | Q48496754 | ||
| Learning from clinical work: the roles of learning cues and credibility judgements | Q48498035 | ||
| Cutting the Gordian knot: a two-part approach to the evaluation and professional development of residents | Q48737110 | ||
| Asking Patients What They Like: Overlooked Attributes of Patient Satisfaction with Primary Care | Q48775160 | ||
| Transforming the Academic Faculty Perspective in Graduate Medical Education to Better Align Educational and Clinical Outcomes. | Q50542710 | ||
| Medical Students' and Residents' preferred site characteristics and preceptor behaviours for learning in the ambulatory setting: a cross-sectional survey | Q24802025 | ||
| Direct Versus Remote Clinical Observation: Assessing Learners' Milestones While Addressing Adolescent Patients' Needs | Q27301623 | ||
| Guidelines: the do's, don'ts and don't knows of feedback for clinical education | Q27335840 | ||
| Construct validity in psychological tests | Q28211721 | ||
| General surgery residency inadequately prepares trainees for fellowship: results of a survey of fellowship program directors | Q30456963 | ||
| Effect of rater training on reliability and accuracy of mini-CEX scores: a randomized, controlled trial | Q30485193 | ||
| How do postgraduate GP trainees regulate their learning and what helps and hinders them? A qualitative study | Q30525834 | ||
| Effective feedback for maintenance of competence: from data delivery to trusting dialogues | Q30597359 | ||
| Reliability, validity, and feasibility of the Zwisch scale for the assessment of intraoperative performance | Q33441624 | ||
| Developing questionnaires for educational research: AMEE Guide No. 87. | Q33761487 | ||
| Feedback data sources that inform physician self-assessment | Q33806225 | ||
| Multisource feedback in the ambulatory setting | Q34136995 | ||
| Problem doctors: is there a system-level solution? | Q34485524 | ||
| Shifting paradigms: from Flexner to competencies | Q34637458 | ||
| Mobile technology for the facilitation of direct observation and assessment of student performance | Q45129388 | ||
| 'You're certainly relatively competent': assessor bias due to recent experiences. | Q45922073 | ||
| Assessing the assessments: U.K. dermatology trainees' views of the workplace assessment tools. | Q46025114 | ||
| An interview study of how clinical teachers develop skills to attend to different level learners | Q46496533 | ||
| Coaching Surgeons: Is Culture Limiting Our Ability to Improve? | Q47659012 | ||
| Understanding responses to feedback: the potential and limitations of regulatory focus theory | Q47717569 | ||
| Twelve tips for increasing transfer of training from faculty development programs | Q47753298 | ||
| Feedback and the mini clinical evaluation exercise | Q34732764 | ||
| In-training assessment using direct observation of single-patient encounters: a literature review | Q34779099 | ||
| The use of clinical simulations in assessment | Q35594598 | ||
| The association between residency training and internists' ability to practice conservatively | Q35652437 | ||
| Acquisition and maintenance of medical expertise: a perspective from the expert-performance approach with deliberate practice | Q35777004 | ||
| Clinic Design and Continuity in Internal Medicine Resident Clinics: Findings of the Educational Innovations Project Ambulatory Collaborative. | Q35867387 | ||
| Toward meaningful evaluation of clinical competence: the role of direct observation in clerkship ratings. | Q35895122 | ||
| The composition of intern work while on call | Q36331466 | ||
| The human face of simulation: patient-focused simulation training | Q36598214 | ||
| A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. | Q36639302 | ||
| Association between physicians' experience after training and maternal obstetrical outcomes: cohort study | Q36723800 | ||
| The effect of socioeconomic status on access to primary care: an audit study | Q36728249 | ||
| The use of simulated patients and role-play in communication skills training: a review of the literature to August 2005. | Q36817616 | ||
| The ambulatory long-block: an accreditation council for graduate medical education (ACGME) educational innovations project (EIP) | Q36840701 | ||
| In the wake of the 2003 and 2011 duty hours regulations, how do internal medicine interns spend their time? | Q37009192 | ||
| Workplace-based assessment: raters' performance theories and constructs | Q37057636 | ||
| Expertise in performance assessment: assessors' perspectives | Q37157957 | ||
| Narrative descriptions should replace grades and numerical ratings for clinical performance in medical education in the United States | Q37332836 | ||
| Programmatic assessment of competency-based workplace learning: when theory meets practice | Q37364022 | ||
| Tools for direct observation and assessment of clinical skills of medical trainees: a systematic review | Q37601838 | ||
| Systematic review of the Hawthorne effect: new concepts are needed to study research participation effects | Q37671448 | ||
| The assessment of professional competence: building blocks for theory development | Q37761471 | ||
| Toward a definition of competency-based education in medicine: a systematic review of published definitions | Q37775964 | ||
| Twelve tips for implementing tools for direct observation of medical trainees’ clinical skills during patient encounters | Q37793071 | ||
| Rater-based assessments as social judgments: rethinking the etiology of rater errors | Q37940093 | ||
| Exploring the impact of mental workload on rater-based assessments | Q38000975 | ||
| The application of the challenge point framework in medical education | Q38003722 | ||
| Taking a detour: positive and negative effects of supervisors' interruptions during admission case review discussions | Q38036880 | ||
| Exploring the role of first impressions in rater-based assessments | Q38093126 | ||
| Getting lost in translation? Workplace based assessments in surgical training | Q38099927 | ||
| Duration of faculty training needed to ensure reliable or performance ratings | Q38161034 | ||
| Practicing physicians' needs for assessment and feedback as part of professional development | Q38172037 | ||
| Reconceptualizing variable rater assessments as both an educational and clinical care problem | Q38199315 | ||
| Varieties of integrative scholarship: why rules of evidence, criteria, and standards matter | Q38286108 | ||
| Exploring the factors influencing clinical students' self-regulated learning. | Q50586316 | ||
| A contemporary approach to validity arguments: a practical guide to Kane's framework. | Q50586321 | ||
| Training autonomous surgeons: more time or faculty development? | Q50608473 | ||
| The role of the assessor: exploring the clinical supervisor's skill set. | Q50689340 | ||
| Teachers as learners: the effect of bedside teaching on the clinical skills of clinician-teachers. | Q51030969 | ||
| Twelve tips for teaching in a provincially distributed medical education program. | Q51820128 | ||
| Students' views on the use of real patients and simulated patients in undergraduate medical education. | Q51823766 | ||
| Programmatic assessment: From assessment of learning to assessment for learning. | Q51866326 | ||
| Lost in transition: the experience and impact of frequent changes in the inpatient learning environment. | Q51876778 | ||
| The role of assessment in competency-based medical education. | Q51903308 | ||
| 'It's a cultural expectation...' The pressure on medical trainees to work independently in clinical practice. | Q51931285 | ||
| Rules of engagement: residents' perceptions of the in-training evaluation process. | Q51948219 | ||
| Attending doctors' perspectives on how residents learn. | Q51973613 | ||
| A qualitative study of the impact on learning of the mini clinical evaluation exercise in postgraduate training. | Q52040004 | ||
| Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99. | Q52864464 | ||
| Informed decision making in outpatient practice: time to get back to basics. | Q52917854 | ||
| Good questions, good answers: construct alignment improves the performance of workplace-based assessment scales. | Q53083332 | ||
| Evaluating physicians' professionalism and humanism: the case for humanism "connoisseurs". | Q53431318 | ||
| The assessment of clinical skills/competence/performance. | Q55057346 | ||
| Competency-based medical education in postgraduate medical education | Q56288274 | ||
| Feedback and Self-Regulated Learning: A Theoretical Synthesis | Q56400397 | ||
| Motivational processes affecting learning | Q56771665 | ||
| Entrustability of professional activities and competency-based training | Q56895684 | ||
| How residents learn: qualitative evidence for the pivotal role of clinical activities | Q57268020 | ||
| Evaluating Obstetrical Residency Programs Using Patient Outcomes | Q57272322 | ||
| Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance | Q57309708 | ||
| Using “Standardized Narratives” to Explore New Ways to Represent Faculty Opinions of Resident Performance | Q59300164 | ||
| Important elements of outpatient care: a comparison of patients' and physicians' opinions | Q71634107 | ||
| The mini-CEX (clinical evaluation exercise): a preliminary investigation | Q71777744 | ||
| The effect of bedside case presentations on patients' perceptions of their medical care | Q73215239 | ||
| Effective teaching for preceptors of ambulatory care: a survey of medical students | Q73713172 | ||
| Effects of training in direct observation of medical residents' clinical competence: a randomized trial | Q80150919 | ||
| Feasibility, reliability and user satisfaction with a PDA-based mini-CEX to evaluate the clinical skills of third-year medical students | Q80533123 | ||
| Internal medicine residents' perceptions of the Mini-Clinical Evaluation Exercise | Q81497743 | ||
| Evaluation of a novel assessment form for observing medical residents: a randomised, controlled trial | Q83142128 | ||
| What do faculty observe of medical students' clinical performance? | Q83179433 | ||
| Faculty staff perceptions of feedback to residents after direct observation of clinical skills | Q83218521 | ||
| Perceptions of evaluation in longitudinal versus traditional clerkships | Q83840874 | ||
| Developing physician communication skills for patient-centered care | Q84532092 | ||
| What Drives Faculty Ratings of Residentsʼ Clinical Skills? The Impact of Facultyʼs Own Clinical Skills | Q85112090 | ||
| The use of mini-CEX in UK foundation training six years following its introduction: lessons still to be learned and the benefit of formal teaching regarding its utility | Q86482677 | ||
| A systematic review of validity evidence for checklists versus global rating scales in simulation-based assessment. | Q38334496 | ||
| Towards a program of assessment for health professionals: from training into practice | Q38385041 | ||
| Reviewing residents' competence: a qualitative study of the role of clinical competency committees in performance assessment | Q38435435 | ||
| Observation of resident clinical skills: outcomes of a program of direct observation in the continuity clinic setting | Q38473106 | ||
| Facilitated Reflective Performance Feedback: Developing an Evidence- and Theory-Based Model That Builds Relationship, Explores Reactions and Content, and Coaches for Performance Change (R2C2). | Q38552006 | ||
| Entrustment Decision Making in Clinical Training. | Q38656986 | ||
| Entrustability Scales: Outlining Their Usefulness for Competency-Based Clinical Assessment | Q38656991 | ||
| What difficulties do faculty members face when conducting workplace-based assessments in undergraduate clerkships? | Q38709190 | ||
| Feedback and the educational alliance: examining credibility judgements and their consequences | Q38827674 | ||
| Ensuring Resident Competence: A Narrative Review of the Literature on Group Decision Making to Inform the Work of Clinical Competency Committees | Q38832231 | ||
| A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. | Q38897808 | ||
| The promise, perils, problems and progress of competency-based medical education | Q38928928 | ||
| Staging a performance: learners' perceptions about direct observation during residency | Q38936272 | ||
| Factors influencing students' receptivity to formative feedback emerging from different assessment cultures | Q38960038 | ||
| Spending patterns in region of residency training and subsequent expenditures for care provided by practicing physicians for Medicare beneficiaries. | Q39079283 | ||
| Learnings From the Pilot Implementation of Mobile Medical Milestones Application | Q39252681 | ||
| 'Sometimes the work just needs to be done': socio-cultural influences on direct observation in medical training | Q39389947 | ||
| Beyond a good story: from Hawthorne Effect to reactivity in health professions education research. | Q39435450 | ||
| Investigating conditions for meaningful feedback in the context of an evidence-based feedback programme | Q39452271 | ||
| Gaps in residency training should be addressed to better prepare doctors for a twenty-first-century delivery system | Q39688942 | ||
| Trainee doctors' views on workplace-based assessments: Are they just a tick box exercise? | Q39694210 | ||
| Reflecting upon multisource feedback as 'assessment for learning'. | Q39823521 | ||
| Competency-based medical education: theory to practice | Q39853227 | ||
| Preserving professional credibility: grounded theory study of medical trainees' requests for clinical support | Q39873123 | ||
| Opening the black box of clinical skills assessment via observation: a conceptual model | Q39998725 | ||
| Selecting and Simplifying: Rater Performance and Behavior When Considering Multiple Competencies | Q40086279 | ||
| Using Patient Outcomes to Evaluate General Surgery Residency Program Performance | Q40383682 | ||
| Examination room presentations in general internal medicine clinic: patients' and students' perceptions | Q40560318 | ||
| How faculty members experience workplace-based assessment rater training: a qualitative study | Q40833099 | ||
| The impact of programmatic assessment on student learning: theory versus practice | Q40998677 | ||
| The McMaster Modular Assessment Program (McMAP): A Theoretically Grounded Work-Based Assessment System for an Emergency Medicine Residency Program | Q41061936 | ||
| Feedback-giving behaviour in performance evaluations during clinical clerkships | Q41209520 | ||
| Entrustment of general surgery residents in the operating room: factors contributing to provision of resident autonomy | Q42679060 | ||
| Workplace-based assessment: effects of rater expertise | Q42707598 | ||
| Frameworks for learner assessment in medicine: AMEE Guide No. 78. | Q43482429 | ||
| Effective direct student observation strategies in neurology | Q43509800 | ||
| A model for programmatic assessment fit for purpose | Q43510568 | ||
| Workplace-based assessment and students' approaches to learning: a qualitative inquiry | Q43536046 | ||
| Achievement goal structures and self-regulated learning: relationships and changes in medical school | Q44635170 | ||
| A pilot study of the mental workload of objective structured clinical examination examiners | Q44720652 | ||
| Student perceptions of assessment and feedback in longitudinal integrated clerkships. | Q44762357 | ||
| A theory-based model for teaching and assessing residents in the operating room | Q44933747 | ||
| P275 | copyright license | Creative Commons Attribution 4.0 International | Q20007257 |
| P6216 | copyright status | copyrighted | Q50423863 |
| P577 | publication date | 2017-09-27 | |
| P1433 | published in | Perspectives on medical education: Journal of the Netherlands Association for Medical Education (NVMO) | Q26853922 |
| P1476 | title | Guidelines: The do's, don'ts and don't knows of direct observation of clinical skills in medical education |
| Q90442864 | Assessment in the context of problem-based learning |
| Q92101679 | Curated Collections for Educators: Five Key Papers on Clinical Teaching |
| Q92378661 | Good educators and orphans: the case of direct observation and feedback |
| Q64911415 | Patterns of direct observation and their impact during residency: general practice supervisors' views. |
| Q90049508 | Perceptions of scheduled vs. unscheduled directly observed visits in an internal medicine residency outpatient clinic |
| Q92544259 | Simulation-based training for flexible cystoscopy - A randomized trial comparing two approaches |
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