Eliciting tacit knowledge: The potential of a reflective approach to video-stimulated interviewing [0.03%]
隐性知识的挖掘：视频激发式访谈的反思型方法之潜力
Marije van Braak,Esther de Groot,Mario Veen et al.
Marije van Braak et al.
Validity evidence for programmatic assessment in competency-based education [0.03%]
能力为基础教育中项目评价的有效性证据
Harold G J Bok,Lubberta H de Jong,Thomas O&#x;Neill et al.
Harold G J Bok et al.
Introduction: Competency-based education (CBE) is now pervasive in health professions education. A foundational principle of CBE is to assess and identify the progression of competency development in students over time. I...
Joy Doll,Anna Maio,Meghan Potthoff
Joy Doll
Interprofessional education (IPE) is now recognized as an important initiative to prepare the next generation of health providers. Although IPE has been embraced by many institutions, faculty development still remains an issue. In this manu...
Students as stakeholders in assessment: how students perceive the value of an assessment [0.03%]
论学生在考核中的主体地位：学生如何感知考核的价值
Michelle Ricci,Christina St-Onge,Jing Xiao et al.
Michelle Ricci et al.
Introduction: For assessment to fill an educational role, students must see the results generated by assessment as valuable, and actively engage with this feedback in order to support learning. Few studies include examine...
Reflecting on what? The difficulty of noticing formative experiences in the moment [0.03%]
反思什么？难以在当下注意到形成中的经历
Cheryl L Holmes,Maria M Hubinette,Malcolm Maclure et al.
Cheryl L Holmes et al.
Introduction: In the spirit of enacting an educational model of guided, collective reflection to support positive professional identity construction in healthcare learners, we implemented a reflection-based course for med...
Re-using questions in classroom-based assessment: An exploratory study at the undergraduate medical education level [0.03%]
关于课堂教学评估中重复使用试题的探索性研究——以本科医学生水平为例
Sébastien Xavier Joncas,Christina St-Onge,Sylvie Bourque et al.
Sébastien Xavier Joncas et al.
Introduction: To alleviate some of the burden associated with the development of novel quality questions on a regular basis, medical education programs may favour the use of item banks. This practice answers the real prag...
Assuring the quality of programmatic assessment: Moving beyond psychometrics [0.03%]
超越心理测量保障项目评价的质量
Sebastian Uijtdehaage,Lambert W T Schuwirth
Sebastian Uijtdehaage
Christopher Harrison
Christopher Harrison
Anna Byszewski,Amy Fraser,Heather Lochnan
Anna Byszewski
Objectives: A structured, reflection-based electronic portfolio program (ePortfolio), with novel faculty development initiative, involving 'shadow coaches', was shared with the newly formed Ottawa-Shanghai Joint School of...
Daniel Zahra,Steven A Burr
Daniel Zahra
Introduction: Ongoing monitoring of cohort demographic variation is an essential part of quality assurance in medical education assessments, yet the methods employed to explore possible underlying causes of demographic va...