The assessment of professional competence: Developments, research and practical implications

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Items 301–400 of 1,000

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2. Effect of a short skills training course on competence and performance in general practice
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4. How are formative assessment methods used in the clinical setting? A qualitative study
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5. A state-of-the-art review of direct observation tools for assessing competency in person-centred care
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6. The Next Era of Assessment: Can Ensuring High-Quality, Equitable Patient Care Be the Defining Characteristic?
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7. Increased authenticity in practical assessment using emergency case OSCE stations
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8. Communication skills in context: Trends and perspectives
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9. Online clinical reasoning assessment with the Script Concordance test: a feasibility study
   L. Sibert, Stéfan Jacques Darmoni, Badisse Dahamna, Jacques Weber, Bernard Charlin · 2005 · BMC Medical Informatics and Decision Making
10. A multicentre observational study to evaluate a new tool to assess emergency physicians' non-technical skills
    Lynsey Flowerdew, Arran Gaunt, Jessica Spedding, Ajay Bhargava, Ruth Brown, Charles A. Vincent, Maria Woloshynowych · 2012 · Emergency Medicine Journal
11. Embracing the new paradigm of assessment in residency training: an assessment programme for first-year residency training in anaesthesiology
    Charlotte Vibeke Ringsted, Doris Østergaard, Albert J J A Scherpbier · 2003 · Medical Teacher
12. Gender, sequence of cases and day effects on clinical skills assessment with standardized patients
    Rosa Gispert, Montserrat Rué, Josep Roma, J.M. Martínez-Carretero · 1999 · Medical Education
13. Development and preliminary psychometric properties of the Care Experience Feedback Improvement Tool (CEFIT)
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14. Blended programmatic assessment for competency based curricula
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15. Programmatic assessment design choices in nine programs in higher education
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16. Assessment of specialists in cardiovascular practice
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17. Integrating Performance Assessment, Maintenance of Competence, and Continuing Professional Development of Community Pharmacists
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18. Construct validation of progress testing to measure knowledge and visual skills in radiology
    Cécile J. Ravesloot, Marieke F. van der Schaaf, Cees Haaring, Cas L. J. J. Kruitwagen, Erik Beek, Olle ten Cate, Jan P. J. van Schaik · 2012 · Medical Teacher
19. Students’ reflections in a portfolio pilot: Highlighting professional issues
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20. Assessment of professional behaviour — a comparison of self-assessment by first year dental students and assessment by staff
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21. The Desired Concept Maps and Goal Setting for Assessing Professionalism in Medicine
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22. Implementation of a formal in‐training assessment programme in anaesthesiology and preliminary results of acceptability
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23. Experiential Learning
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24. Surgical ergonomics. Analysis of technical skills, simulation models and assessment methods
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25. Workplace-based assessment: measuring and shaping clinical learning.
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26. Structured feedback to undergraduate medical students: 3 years’ experience of an assessment tool
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27. Development of a nursing-specific Mini-CEX and evaluation of the core competencies of new nurses in postgraduate year training programs in Taiwan
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28. Predicting communication skills with a paper‐and‐pencil test
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29. Identification of technical item flaws leads to improvement of the quality of single best Multiple Choice Questions
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30. La evaluación en educación médica. Principios básicos
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31. Face, content, construct, and concurrent validity of a novel robotic surgery patient-side simulator: the Xperience™ Team Trainer
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32. On the issue of costs in programmatic assessment
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33. Effect of extension of postgraduate training in general practice on the acquisition of knowledge of trainees
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34. Integrity: The key to quality in community-based medical education? (Part two)
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35. Computer-based testing - the ideal tool to assess on the different levels of Bloom's taxonomy
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36. Understanding self-assessment in undergraduate dental education
    R Burrows · 2018 · BDJ
37. The role of simulation in high-stakes assessment
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38. Assessing and Managing the Social Determinants of Health: Defining an Entrustable Professional Activity to Assess Residents' Ability to Meet Societal Needs
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39. The impact of cueing on written examinations of clinical decision making: a case study
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40. Research in medical education: practical impact on medical training and future challenges
    Diana H. J. M. Dolmans, Cees P. M. van der Vleuten · 2010 · Tijdschrift voor Medisch Onderwijs
41. The medical licensing examination debate
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42. Validation of undergraduate medical student script concordance test (SCT) scores on the clinical assessment of the acute abdomen
    Matthias Goos, Fabian Schubach, Gabriel J. Seifert, Martin Boeker · 2016 · BMC Surgery
43. A first report of East Asian students’ perception of progress testing: a focus group study
    Yasushi Matsuyama, Arno M. M. Muijtjens, Makoto Kikukawa, Renée E. Stalmeijer, Reiko Murakami, Shizukiyo Ishikawa, Hitoaki Okazaki · 2016 · BMC Medical Education
44. Modular Training for Robot-Assisted Radical Prostatectomy: Where to Begin?
    Catherine Elizabeth Lovegrove, Kamran Ahmed, Giacomo Novara, Khurshid A. Guru, Alexandre Mottrie, Ben J Challacombe, Henk G. van der Poel, James O. Peabody, Prokar Dasgupta A · 2016 · Journal of surgical education
45. Maintenance of Certification and the Challenge of Professionalism
    David G. Nichols · 2017 · PEDIATRICS
46. Conducting online OSCEs aided by a novel time management web-based system
    Sami F Shaban, Irfan Tariq, Margaret Ann Elzubeir, Ahmed R. Alsuwaidi, Alsajir Basheer, Mohi Eldin Magzoub · 2021 · BMC Medical Education
47. How to Design a Useful Test
    Lambert Schuwirth, Cees P. M. van der Vleuten · 2018 · Wiley eBooks
48. Competence by Design: The Role of High-Stakes Examinations in a Competence Based Medical Education System
    Farhan Bhanji, Viren N. Naik, Amanda Skoll, Richard Pittini, Vijay John Daniels, Carol Bacchus, Glen W. Bandiera · 2024 · Perspectives on Medical Education
49. Including health promotion and illness prevention in medical education: a progress report
    Richard Hays · 2017 · Medical Education
50. A Prospective Comparison between Written Examination and Either Simulation-Based or Oral Viva Examination of Intensive Care Trainees’ Procedural Skills
    Leo Nunnink, Balasubramanian Venkatesh, A. Krishnan, Kim Vidhani, Andrew Alexander Udy · 2010 · Anaesthesia and Intensive Care
51. Use of an error‐focused checklist to identify incompetence in lumbar puncture performances
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52. Measuring the Effectiveness of Small-Group and Web-Based Training Methods in Teaching Clinical Communication: A Case Comparison Study
    Elpida Artemiou, Cindy L. Adams, Andrea Vallevand, Claudio Violato, Kent G. Hecker · 2013 · Journal of Veterinary Medical Education
53. Assessing Professionalism: Summary of the Working Group on Assessment of Observable Learner Performance
    Elliot Rodriguez, Jeffrey N. Siegelman, Katrina A. Leone, Chad S. Kessler · 2012 · Academic Emergency Medicine
54. Assessment of learning in contemporary nurse education: Do we need standardised examination for nurse registration?
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55. High-stakes assessment of the non-technical skills of critical care trainees using simulation: feasibility, acceptability and reliability
    Leo Nunnink, Carole L. Foot, Balasubramanian Venkatesh, Charlie F. Corke, Manoj Krishan Saxena, Mark Lucey, Mark Jones · 2014 · Critical Care and Resuscitation
56. Objective structured assessment of technical competence in transthoracic echocardiography: a validity study in a standardised setting
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57. Incentivising practice with take-home laparoscopic simulators in two UK Core Surgical Training programmes
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58. Evaluating Surgical Residents’ Patient-Centered Communication Skills: Practical Alternatives to the “Apprenticeship Model”
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59. A pilot survey of student perceptions on the benefit of the OSCE and MCQ modalities
    Stefan Müller, Utz Settmacher, Ines Koch, Uta Dahmen · 2018 · Europe PMC (PubMed Central)
60. Assessment of Professional Competence
    Dineke E.H. Tigelaar, Cees P. M. van der Vleuten · 2014 · Springer international handbooks of education
61. Defining competency-based evaluation objectives in family medicine: dimensions of competence and priority topics for assessment.
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62. Validity, Reliability, and Defensibility of Assessments in Veterinary Education
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63. Evaluación de la competencia clínica de las facultades de medicina de Cataluña, 1994-2006: evolución de los formatos de examen hasta la evaluación clínica objetiva y estructurada (ECOE)
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64. Évaluation du raisonnement clinique en médecine d’urgence : les tests de concordance des scripts décèlent mieux l’expérience clinique que les questions à choix multiples à contexte riche
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65. A web‐based presentation of an undergraduate clinical skills curriculum
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66. ¿Qué podemos esperar de la formación médica continuada? Mitos y realidades
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67. Postexamination item analysis of undergraduate pediatric multiple-choice questions exam: implications for developing a validated question Bank
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68. Learner Handover: Who Is It Really For?
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69. Evaluation of a competency based medical curriculum in a Sub-Saharan African medical school
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70. The Implicit Curriculum in an Urban University Setting: Pathways to Students’ Empowerment
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71. Initial evaluation of EPSCALE, a rating scale that assesses the process of explanation and planning in the medical interview
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72. Inter-rater reliability and false confidence in precision: Using standard error of measurement within PharmD admissions essay rubric development
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73. Making the professionalism curriculum for undergraduate medical education more relevant
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74. Do high-fidelity training models translate into better skill acquisition for an endourologist?
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75. Exploring the validity of assessment in anatomy: Do images influence cognitive processes used in answering extended matching questions?
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76. Cost-Effectiveness of Mobile App-Guided Training in Extended Focused Assessment with Sonography for Trauma (eFAST): A Randomized Trial
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77. Implementation of workplace-based assessment in general practice
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78. Changing Student Perception of an Online Integrated Structured Clinical Examination During the COVID-19 Pandemic
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79. Assessing the predictive validity of the UCAT—A systematic review and narrative synthesis
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80. “We just don’t have the resources”: Supervisor perspectives on introducing workplace-based assessments into medical specialist training in South Africa
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81. Le test de concordance de script : un nouvel outil d’évaluation du raisonnement et de la compétence clinique en médecine interne ?
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82. A systematic approach to workplace‐based assessment for international medical graduates
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83. A Call for an Integrated Program of Assessment
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84. Performance equivalency between computer‐based and traditional pen‐and‐paper assessment: A case study in clinical anatomy
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85. Cumulative sum (CUSUM) assessment and medical education: a square peg in a round hole
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86. Person–task–context: a model for designing curriculum and in-training assessment in postgraduate education
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87. Are specialist certification examinations a reliable measure of physician competence?
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88. Can computer-based assessment enhance the acceptance of formative multiple choice exams? A utility analysis
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89. The practice of assessment
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90. Identifying what our students have learned: a framework for practical assessment validation
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91. Evaluation of competence in ultrasound-guided procedures—a generic assessment tool developed through the Delphi method
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92. Virtual OSCE Delivery and Quality Assurance During a Pandemic: Implications for the Future
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94. Dental students' peer assessment: a prospective pilot study
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95. In the minds of OSCE examiners: uncovering hidden assumptions
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96. Evaluation of a coaching workshop for the management of veterinary nursing students’ OSCE-associated test anxiety
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97. Impact of Progress testing on the learning experiences of students in medicine, dentistry and dental therapy
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99. Assessment toolbox for Indian medical graduate competencies
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100. The Minnesota Method: A Learner-Driven, Entrustable Professional Activity-Based Comprehensive Program of Assessment for Medical Students
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