The DOI matches its Crossref record; 59 of the 59 references it cites were found in a registry or an index.
Core principles of assessment in competency-based medical education.
Abstract
The meaningful assessment of competence is critical for the implementation of effective competency-based medical education (CBME). Timely ongoing assessments are needed along with comprehensive periodic reviews to ensure that trainees continue to progress. New approaches are needed to optimize the use of multiple assessors and assessments; to synthesize the data collected from multiple assessors and multiple types of assessments; to develop faculty competence in assessment; and to ensure that relationships between the givers and receivers of feedback are appropriate. This paper describes the core principles of assessment for learning and assessment of learning. It addresses several ways to ensure the effectiveness of assessment programs, including using the right combination of assessment methods and conducting careful assessor selection and training. It provides a reconceptualization of the role of psychometrics and articulates the importance of a group process in determining trainees' progress. In addition, it notes that, to reach its potential as a driver in trainee development, quality care, and patient safety, CBME requires effective information management and documentation as well as ongoing consideration of ways to improve the assessment system.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Two recently implemented initiatives in medical education, competencybased medical education (CBME) [9][10][11] and programmatic assessment of learners, 12 have the potential to improve the practice of feedback by promoting frequent observation of learners, feedback conversations, and coaching for improvement.”
From The R2C2 Model in Residency Education: How Does It Foster Coaching and Promote Feedback Use? (2018) · cites this paper as [11]
In the citing paper
“Finally, they promote the longitudinal compilation of performance data to coach the learner's continuing development (assessment for learning) and to make evidence-based decisions about the learner's progress (assessment of learning).[11][12][13][14][15]”
From The R2C2 Model in Residency Education: How Does It Foster Coaching and Promote Feedback Use? (2018) · cites this paper as [11]
Citations
Cites
The assessment of clinical skills/competence/performance
Miller, G. E. (1990) · Academic Medicine · doi:10.1097/00001888-199009000-00045 · Cited by 4,883
(1975) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 2,461
Self-Directed Learning, A Guide for Learners and Teachers
McNally, J. M. (1976) · The Journal of Continuing Education in Nursing · doi:10.3928/0022-0124-19760501-17 · Cited by 2,248
Validating the interpretations and uses of test scores
Kane, M. T. (2013) · Journal of Educational Measurement · doi:10.1111/jedm.12000 · Cited by 2,110
The Next GME Accreditation System — Rationale and Benefits
Nasca, T. J., Philibert, I., Brigham, T. P., & Flynn, T. C. (2012) · New England Journal of Medicine · doi:10.1056/nejmsr1200117 · Cited by 1,621
The Science of Evaluation: A Realist Manifesto
Pawson, R. (2013) · doi:10.4135/9781473913820 · Cited by 1,271
Assessing professional competence: from methods to programmes
Van Der Vleuten, C. P. M., & Schuwirth, L. W. T. (2005) · Medical Education · doi:10.1111/j.1365-2929.2005.02094.x · Cited by 1,268
The assessment of professional competence: Developments, research and practical implications
Van Der Vleuten, C. P. M. (1996) · Advances in Health Sciences Education · doi:10.1007/bf00596229 · Cited by 1,247
ten Cate, O., & Scheele, F. (2007) · Academic Medicine · doi:10.1097/acm.0b013e31805559c7 · Cited by 1,162
Nuts and Bolts of Entrustable Professional Activities
ten Cate, O. (2013) · Journal of Graduate Medical Education · doi:10.4300/jgme-d-12-00380.1 · Cited by 1,018
Research works printed but not linked: 4
- Holmboe ES, 2008, Practical guide to the evaluation of clinical competence
- Nyquist JG., 2014, Techniques for assessment of learner performance in teaching and assessing the competencies
- Pawson R, 1997, Realistic evaluation
- Surowiecki J., 2005, The wisdom of crowds
Cited by
Sorted by citations
Items 201–300 of 490
Staudenmann, D., Waldner, N., Lörwald, A. C., & Huwendiek, S. (2023) · BMC Medical Education · doi:10.1186/s12909-023-04600-x · Cited by 8
“Furthermore, such assessments must be feasible, remain as cost-efficient as possible, and provide adequate feedback for and of learning [90].”
BackgroundMethodRobbrecht, M., Norga, K., Winckel, M. V., Valcke, M., & Embo, M. P. C. (2021) · European Journal of Pediatrics · doi:10.1007/s00431-021-04237-2 · Cited by 7
Anthamatten, A., & Pitts, C. J. (2024) · Nurse Educator · doi:10.1097/nne.0000000000001697 · Cited by 7
“26 , 27 Feedback from more than 1 preceptor over the course of the program could expand the body of evidence and facilitate a more holistic review.”
A multicentre investigation of organ and tissue donation education for critical care residents
Sarti, A. J., Sutherland, S., Healey, A., Dhanani, S., Hartwick, M., Oczkowski, S. J. W., Messenger, D. W., Soliman, K., Ball, I. M., Mema, B., et al. (2018) · Canadian Journal of Anesthesia/Journal canadien d anesthésie · doi:10.1007/s12630-018-1176-1 · Cited by 7
Assessment in competency-based medical education : A paradigm shift
Rege, N. N. (2020) · Journal of Postgraduate Medicine · doi:10.4103/jpgm.jpgm_1182_20 · Cited by 7
“Such collective perspectives increase reliability of assessment of these integrated competencies.[10]”
BackgroundJagadeesan, A. R., & Neelakanta, R. R. (2021) · Journal of Education and Health Promotion · doi:10.4103/jehp.jehp_792_20 · Cited by 7
Hassan, S. I., Stevens, B., Watt‐Watson, J., Switzer‐McIntyre, S., Flannery, J. F., & Furlan, A. D. (2021) · Journal of Pain · doi:10.1016/j.jpain.2021.09.002 · Cited by 7
Ardekani, A., Rahimian, Z., Feili, A., Amini, M., Tabari, P., & Moosavi, M. (2021) · Journal of Education and Health Promotion · doi:10.4103/jehp.jehp_1358_20 · Cited by 7
“Especially after the cancellation of in‐person training and online training utilization, it is critical to ensure their future practice competency by taking advantage of “assessment for learning” where assessment goes hand in hand with education.[31,32] This research can enhance our understanding of the medical studen…”
BackgroundSome Principles to Guide Assessment of Competencies
Oermann, M. H. (2021) · Nurse Educator · doi:10.1097/nne.0000000000001143 · Cited by 7
Short Training Significantly Improves Ganglion Cell Detection Using an Algorithm-Assisted Approach
Greenberg, A., Samueli, B., Fahoum, I., Farkash, S., Greenberg, O., Zemser‐Werner, V., Sabo, E., Hagege, R. R., & Hershkovitz, D. (2022) · Archives of Pathology & Laboratory Medicine · doi:10.5858/arpa.2021-0481-oa · Cited by 7
Vogt, L., Schauwinhold, M. T., Rossaint, R., Schenkat, H., Klasen, M., & Sopka, S. (2022) · Frontiers in Medicine · doi:10.3389/fmed.2022.993337 · Cited by 7
Zhao, Y., Zhou, P., Zhu, W., Xiao, J., Liu, W., Luo, Y., Zhang, J., Yang, L., Xu, Y. H., & Tang, X. (2023) · Ultraschall in der Medizin - European Journal of Ultrasound · doi:10.1055/a-2122-6746 · Cited by 7
“Competency-based medical education calls for direct observation and objective assessment of a trainee ’ s competencies [5].”
BackgroundUsing parent feedback: A qualitative study of residents’ and physician-educators’ perspectives
Eady, K., & Moreau, K. A. (2017) · Perspectives on Medical Education · doi:10.1007/s40037-017-0393-6 · Cited by 7
“This would contribute to well-rounded assessments and ensure consistency across programs [40, 41].”
BackgroundMastery Learning, Milestones, and Entrustable Professional Activities
Holmboe, E. S., Salzman, D. H., Goldstein, J. L., & McGaghie, W. C. (2020) · Comprehensive healthcare simulation · doi:10.1007/978-3-030-34811-3_17 · Cited by 7
Improving Self-Reflection Assessment Practices: Comparative Judgment as an Alternative to Rubrics
Coertjens, L., Lesterhuis, M., Winter, B. Y. D., Goossens, M., Mæyer, S. D., & Michels, N. R. M. (2021) · Teaching and Learning in Medicine · doi:10.1080/10401334.2021.1877709 · Cited by 7
Comparing the Quality of Narrative Comments by Rotation Setting
Roshan, A., Wagner, N., Acai, A., Emmerton-Coughlin, H. M. A., Sonnadara, R., Scott, T. M., & Karimuddin, A. A. (2021) · Journal of surgical education · doi:10.1016/j.jsurg.2021.06.012 · Cited by 7
Weber, D. E., Held, J. D., Jandarov, R., Kelleher, M., Kinnear, B., Sall, D. R., & O’Toole, J. K. (2020) · Journal of General Internal Medicine · doi:10.1007/s11606-020-05669-6 · Cited by 7
Learner Phenotypes in Competency-Based Medical Education
Mador, B., Daniels, V. J., Oswald, A., & Turner, S. R. (2021) · Medical Science Educator · doi:10.1007/s40670-021-01380-1 · Cited by 7
Ba, H., Zhang, L., He, X., & Li, S. (2024) · JMIR Medical Education · doi:10.2196/57772 · Cited by 6
Furey, M. J., Stemrich, R. A., Westfall-Snyder, J. A., Gupta, T., Rapp, M., & Hoffman, R. L. (2025) · Journal of Surgical Research · doi:10.1016/j.jss.2025.01.029 · Cited by 9
Valeriano, A., Kim, A. H., Katsoulas, E., Sanfilippo, A. J., Wang, L., & Rajaram, A. (2021) · Medical Science Educator · doi:10.1007/s40670-021-01313-y · Cited by 6
Burt, L., & Olson, A. P. J. (2023) · Journal of Professional Nursing · doi:10.1016/j.profnurs.2023.01.008 · Cited by 7
Gu, Y., Tenenbein, M., Korz, L., Busse, J. W., & Chiu, M. (2024) · Canadian Journal of Anesthesia/Journal canadien d anesthésie · doi:10.1007/s12630-024-02720-6 · Cited by 6
Skill or Competency: What Should we be Assessing?
Shah, N., Gupta, P., & Singh, T. (2024) · Indian Pediatrics · doi:10.1007/s13312-024-3135-y · Cited by 10
“Excellent resources are available describing the importance, uniqueness, and other details of competency-based assessment [6,27, 30-32].”
A traditional or an innovative approach to assessment: The Assessment PROFILE
Harden, R. M., & Lilley, P. (2024) · Medical Teacher · doi:10.1080/0142159x.2024.2436443 · Cited by 6
“The meaningful assessment of competence is critical to the implementation of effective competency-based education [27].”
Castellanos-Ortega, Á., Porcar, M. J. B., Palacios-Castañeda, D., Gómez-Tello, V., Valdivia, M., Vicent, C., Madrid, I., Martinez, N., Párraga, M. J., Sancho, E., et al. (2025) · Medicina Intensiva · doi:10.1016/j.medin.2024.502126 · Cited by 6
Ryan, A., & WILKINSON, T. J. (2021) · Anatomical Sciences Education · doi:10.1002/ase.2075 · Cited by 6
Development and Evaluation of a Faculty Teaching Boot Camp Before and During the COVID-19 Pandemic
Blomberg, B. A., Chen, F., Dallaghan, G. L. B., MacDonald, J., & Wilson, L. (2022) · Cureus · doi:10.7759/cureus.26237 · Cited by 6
“The faculty presenters introduced the concepts of formative and summative assessment [13,14] and reviewed the specific evaluation tools in place for students and residents at our institution.”
BackgroundJacob, S. A., Power, A., Portlock, J. C., Jebara, T., Cunningham, S., & Boyter, A. C. (2022) · Pharmacy · doi:10.3390/pharmacy10040090 · Cited by 6
Yılmaz, Y., Chan, M., Richardson, D. L., Atkinson, A. R., Bassilious, E., Snell, L. S., Chan, T. M., & Collaborators, F. T. I. (2022) · Medical Teacher · doi:10.1080/0142159x.2022.2136517 · Cited by 6
“Curricula have been reconfigured (Nousiainen et al. 2017), assessment systems have been modernized (Harris et al. 2017; Lockyer et al. 2017; Chan et al. 2021; Ross et al. 2021), and a new culture around workplace-based learning is emerging in locales where successful implementation has occurred…”
BackgroundGupta, S. K., & Srivastava, T. K. (2023) · Journal of Education and Health Promotion · doi:10.4103/jehp.jehp_1434_22 · Cited by 6
“[14] For this reason, CBME needs a dynamic and intricate assessment model that can fulfill the demands of the healthcare system.[15] Earlier, the assessment process was predominantly summative.”
BackgroundInternal medicine residents’ achievement goals and efficacy, emotions, and assessments
Daniels, L. M., & Daniels, V. J. (2018) · Canadian Medical Education Journal · doi:10.36834/cmej.43165 · Cited by 6
Dizon, S., Malcolm, J., Rethans, J., & Pugh, D. (2021) · BMC Medical Education · doi:10.1186/s12909-021-02653-4 · Cited by 6
“progressive levels of observation [3].”
BackgroundInfluentialEvolving roles of clerkship directors: have expectations changed?
Dallaghan, G. L. B., Ledford, C. H., Ander, D. S., Spollen, J. J., Smith, S., Graziano, S., & Cox, S. M. (2020) · Medical Education Online · doi:10.1080/10872981.2020.1714201 · Cited by 6
“mance is necessary if medical education is to be truly competency-based [30].”
BackgroundPsychiatry Training in Competency-Based Medical Education: What to Teach? How to Teach?
Kishor, M. R. (2024) · Indian Journal of Psychological Medicine · doi:10.1177/02537176241237962 · Cited by 6
Holleran, C. L., Konrad, J. D., Norton, B. J., Burlis, T. L., & Ambler, S. (2023) · Journal of Educational Evaluation for Health Professions · doi:10.3352/jeehp.2023.20.36 · Cited by 5
“Characteristics of formative feedback include establishing where learners are in their learning and where they are going, as well as explicitly prescribing what they need to do to achieve an outcome [6].”
BackgroundA core curriculum for pediatric lung ultrasound: an expert consensus
Musolino, A. M., Sarno, L. D., Buonsenso, D., Tomà, P., Natali, G. L., Bock, C., Mesturino, M. A., Scateni, S., Corsello, A., Chiaretti, A., et al. (2025) · The Italian Journal of Pediatrics/Italian journal of pediatrics · doi:10.1186/s13052-025-02089-2 · Cited by 5
“Owing to the variability of daily clinical scenarios, this approach lacks standardization and reproducibility [22].”
Longitudinal assessment of undergraduate dental students: Building evidence for validity
Dickie, J., Sherriff, A., McEwan, M., Bell, A., & Naudi, K. B. (2023) · European Journal Of Dental Education · doi:10.1111/eje.12908 · Cited by 5
Gathering Validity Evidence for the Bushmaster Assessment Tool
Elkins, E., Lee, Y., Dong, T., Durning, S. J., & Barry, E. S. (2024) · Military Medicine · doi:10.1093/milmed/usae549 · Cited by 5
Competency-based evaluation policies and procedures in clinical neuropsychology training
Janecek, J. K., Loman, M. M., & Heffelfinger, A. K. (2025) · The Clinical Neuropsychologist · doi:10.1080/13854046.2025.2530683 · Cited by 5
“…were met), criterion-based assessment that is anchored by developmentally appropriate milestones/benchmarks, an emphasis on direct observation, active engagement of trainees in the evaluation process, and the use of technology to improve processes (Holmboe et al., 2010; Lockyer et al., 2017).”
Ko, J. J., Ballard, M., Shenkier, T. N., Simon, J. E., Ordons, A. R. D., Fyles, G., Lefresne, S., Hawley, P. H., Chen, C., McKenzie, M. R., et al. (2020) · Palliative Medicine Reports · doi:10.1089/pmr.2020.0086 · Cited by 4
“, as an Entrustable Physician Activity), as inter-evaluator reliability, evaluator agreement with the group mean, and intraevaluator reliability are at least fair to good; (4) faculty development for all assessors, as it is critical for the evaluators to be familiar with the SICG; and (5) optimized relationships betwe…”
BackgroundRasmussen, N. K., Carlsen, J. F., Olsen, B. H., Stærk, D., Lambine, T., Henriksen, B. M., Rasmussen, M. K., Jørgensen, M. E., Albrecht‐Beste, E., Konge, L., et al. (2022) · European Radiology · doi:10.1007/s00330-022-08542-8 · Cited by 5
“A major challenge in implementing CBME in training of ultrasound-guided procedures is the lack of comprehensive and trustworthy assessment instruments [9, 10].”
BackgroundMalau‐Aduli, B. S., Hays, R., D’Souza, K., Saad, S. L., Rienits, H., Celenza, A., & Murphy, R. (2023) · Medical Teacher · doi:10.1080/0142159x.2023.2216364 · Cited by 5
“…understand that other assessments (ideally workplace-based) are included in progression decisions, combining formative, and summative purposes (Lockyer et al. 2017), they may be more likely to use the marksheets as intended rather than think that this may be the last opportunity to prevent…”
BackgroundPostgraduate training in anaesthesiology – A modular curriculum
Malik, A., Kohli, M., Sood, J., Singh, B., Radhakrishnan, B., & Kanchi, M. (2023) · Indian Journal of Anaesthesia · doi:10.4103/ija.ija_674_22 · Cited by 5
“The implementation of effective CBME requires a meaningful assessment of competence involving timely ongoing assessments and comprehensive periodic reviews for the continuous progress of the trainee.[17] Students, teachers, programme and patient outcome are needed for the Table 3: Cases for discussion Respiratory syst…”
Nuñez, R. P., Procópio, M. V. R., Cézar, R. F., & Pinto, N. S. (2024) · Frontiers in Education · doi:10.3389/feduc.2023.1261829 · Cited by 5
AssessChain: A hybrid blockchain-based system for transparent and reliable online assessment
Qingyi, Y., Liang-min, W., Pan, S., Yifan, Z., & Li, J. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12713-z · Cited by 5
“Assessor training must be both feasible and meaningful, and it must be integrated into ongoing faculty development (Lockyer et al., 2017).”
Observation in medical education: Time for a broader conversation?
Holmboe, E. S., & Kogan, J. R. (2018) · Families Systems & Health · doi:10.1037/fsh0000343 · Cited by 5
Khapre, M. P., Sabane, H., Singh, S., Katyal, R., Kapoor, A., & Badyal, D. K. (2020) · Journal of Education and Health Promotion · doi:10.4103/jehp.jehp_390_19 · Cited by 5
“[3] Many universities around the world have recognized importance of assessment and changed their curriculum to competency based that assures, achievement of professional competence at the end of course.[4,5] In competency‐based education system, assessment drives learning by active involvement of trainee in his/her l…”
BackgroundHoepner, J. K., & Hemmerich, A. L. (2020) · Seminars in Speech and Language · doi:10.1055/s-0040-1713782 · Cited by 5
ToSkORL: Selbst- und Fremdeinschätzung bei der Untersuchung des Kopf-Hals-Bereichs
Sharaf, K., Felicio‐Briegel, A., Widmann, M., Huber, J., Eggersmann, T. K., Stadlberger, U., Schrötzlmair, F., Canis, M., & Lechner, A. (2021) · HNO · doi:10.1007/s00106-021-01097-y · Cited by 5
A Document Analysis of Nationally Available Faculty Assessment Forms of Resident Performance
French, J. C., & Pien, L. C. (2021) · Journal of Graduate Medical Education · doi:10.4300/jgme-d-21-00289.1 · Cited by 5
“Competency-based medical education requires the need for meaningful assessments and feedback.(19) Ambiguity about the purposes”
BackgroundCharacterization of Clinical Skills Remediation: A National Survey of Medical Schools
Parsons, A. S., Warburton, K. M., Martindale, J. R., & Rosenberg, I. (2022) · Southern Medical Journal · doi:10.14423/smj.0000000000001361 · Cited by 5
Castellanos-Ortega, Á., Broch, M. J., Palacios-Castañeda, D., Gómez-Tello, V., Valdivia, M., Vicent, C., Madrid, I., Martinez, N., Párraga, M. J., Sancho, E., et al. (2022) · Medicina Intensiva (English Edition) · doi:10.1016/j.medine.2022.01.001 · Cited by 5
When I say … the wisdom of crowds
Kinnear, B., Kelleher, M., Sall, D. R., Schumacher, D. J., & Warm, E. J. (2020) · Medical Education · doi:10.1111/medu.14158 · Cited by 6
Combatting Fragmentation: Lessons Learned from an Integrative Approach to Teaching Health Equity
Reedy-Rogier, K., Hanson, J. L., Emke, A. R., & Coolman, A. (2024) · Journal of General Internal Medicine · doi:10.1007/s11606-024-08967-5 · Cited by 5
Lee, J. R., & Ross, S. (2022) · Family Medicine · doi:10.22454/fammed.2022.854689 · Cited by 5
Lilaonitkul, M., Cosden, C. W., Markley, J. C., Pian-Smith, M. C. M., Lim, G., Yeh, P., Aleshi, P., Boscardin, C., Sullivan, K. R., & George, R. B. (2023) · Canadian Journal of Anesthesia/Journal canadien d anesthésie · doi:10.1007/s12630-023-02536-w · Cited by 4
“…de re´ponse de 75 % et ont permis de de´terminer 94 compe´tences qui ont e´te´ classe´es dans les six domaines ACGME : soins aux patient (cid:2) es (38), connaissances me´dicales (45), pratique syste´mique (deux), apprentissage et ame´lioration base´s sur la pratique (cinq), compe´tences en…”
BackgroundNguyen-Tri, I., Tremblay-Laroche, D., Lavigne, F., Tremblay, M., & Lafleur, A. (2024) · Journal of Graduate Medical Education · doi:10.4300/jgme-d-23-00569.1 · Cited by 5
Relevance of Competency Based Education for Architectural Education in India
Kohale, N. S., Kini, P. G., & Mohammed, C. (2024) · F1000Research · doi:10.12688/f1000research.148617.1 · Cited by 4
“…a paradigm shift in perceptions and attitudes from both stakeholders (Clarke, 1990; Biemans, et al., 2004 Beginning with what the learner “ knows, ” the hierarchy then proceeds through levels of “ knows how ” and “ shows how ” before reaching the highest level, “ does ” (Lockyer, et al., 2017).”
Scenario-based capability assessment in professional learning contexts
Holdsworth, S., Sandri, O. J., Hayes, J., & Maslen, S. (2024) · Journal of Adult and Continuing Education · doi:10.1177/14779714241297069 · Cited by 4
“As with any assessment requiring judgement on the part of the assessor, it is important that those assessing outcomes have suf fi cient expertise to make the judgement of learning outcomes (Lockyer et al., 2017).”
InfluentialRuz, C., Irarrázaval, S., Besa, P., Vidal, C., Claudio Nazar, J., Varas, J., Villagrán, I., Fuentes–López, E., & Riquelme, A. J. (2022) · Global Surgical Education - Journal of the Association for Surgical Education · doi:10.1007/s44186-022-00027-y · Cited by 4
“The use of the assessment tool for session preparation improves understanding of the key elements of each step, allowing students to learn from the assessment tool, thereby streamlining feedback and improvement [34].”
MethodLa docencia sobre cronicidad en las facultades de Medicina: una revisión de la situación actual
Novo-Veleiro, I., Bengoa, R., & Pose-Reino, A. (2023) · Revista Clínica Española · doi:10.1016/j.rce.2022.12.006 · Cited by 4
Haas, M. R. C., Davis, M. G., Harvey, C. E., Huang, R. D., Scott, K. W., George, B. C., Wnuk, G., & Burkhardt, J. (2023) · AEM Education and Training · doi:10.1002/aet2.10842 · Cited by 4
Curtis, C., Kassam, A., Lord, J. A., & Cooke, L. (2023) · BMC Medical Education · doi:10.1186/s12909-023-04693-4 · Cited by 4
“In agreement with previous publications [12, 28, 29], our study found that CC members formed a gestalt impression of trainee competence based on multiple assessments and considered their trajectory over a time, with their individual perspectives embedded in every discussion.”
ResultPaternotte, E., Dijksterhuis, M. G. K., Goverde, A. J., Ezzat, H., & Scheele, F. (2024) · Frontiers in Medicine · doi:10.3389/fmed.2024.1363222 · Cited by 4
“Competency-based medical education requires an ongoing process to evaluate and improve the assessment methods (13).”
BackgroundInfluentialSantoro, D., Zibulsky, D. A., Roehr, C. C., Langhammer, F., Vento, M., Szczapa, T., Fauchère, J., Dimitriou, G., Rabe, H., Mader, S., et al. (2024) · Pediatric Research · doi:10.1038/s41390-024-03182-8 · Cited by 4
“27 The ESN MAS in Neonatology curriculum evaluation framework is based on the EPA system, which has fi ve levels of entrustability, ranging from ‘ trusted to observe only ’ to ‘ trusted to execute without supervision ’ .”
Dewhirst, S., Cheung, W. J., Wood, T. J., Szabo, N. D., & Frank, J. R. (2024) · Academic Medicine · doi:10.1097/acm.0000000000005802 · Cited by 4
Castellanos-Ortega, Á., Porcar, M. J. B., Palacios-Castañeda, D., Gómez-Tello, V., Valdivia, M., Vicent, C., Madrid, I., Martinez, N., Párraga, M. J., Sancho, E., et al. (2025) · Medicina Intensiva (English Edition) · doi:10.1016/j.medine.2024.502126 · Cited by 4
“A total of 295 performances were analysed [176 in the base-line OSCE (36 residents)] and 119 in the final OSCE [26 residents (17 residents of the CoBaTrICE group and 9 of the control group)]; 3 R5 of the CoBaTrICE group and 7 R5 of the control group did not perform the final OSCE. the final OSCE, the…”
Bohnert, C. A., & Lewis, K. L. (2018) · BMJ Simulation & Technology Enhanced Learning · doi:10.1136/bmjstel-2018-000308 · Cited by 4
A competency-based approach to critical care education
Chuang, L.-L., & Hsieh, M.-C. (2018) · Tzu Chi Medical Journal · doi:10.4103/tcmj.tcmj_84_18 · Cited by 4
“Simulations must be consistent with the skill level and cognitive ability of the trainees to facilitate their learning in a safe environment; before scenario simulation, teachers should engage in planning, developing achievement goals, implementing methods, consensus building, summarizing, and giving key tips [25].”
BackgroundRubertone, P. P., Nixon‐Cave, K., & Wellmon, R. (2022) · Journal of Physical Therapy Education · doi:10.1097/jte.0000000000000208 · Cited by 4
James, J., & Rani, R. J. (2022) · International Journal of Basic & Clinical Pharmacology · doi:10.18203/2319-2003.ijbcp20221597 · Cited by 4
An insight into competency-based undergraduate curriculum and its application in Ophthalmology
Nema, N., Srivastava, R., & Bose, S. (2022) · Journal of Clinical Ophthalmology and Research · doi:10.4103/jcor.jcor_7_22 · Cited by 4
Tuesday's Teaching Tips—Evaluation and Feedback: A Spaced Education Strategy for Faculty Development
Kalynych, C. J., Edwards, L. R., West, D., Snodgrass, C., & Zenni, E. A. (2022) · MedEdPORTAL · doi:10.15766/mep_2374-8265.11281 · Cited by 4
Curtis, R., Moon, C. C., Hanmore, T., Hopman, W. M., & Baxter, S. A. (2023) · Canadian Journal of Ophthalmology · doi:10.1016/j.jcjo.2023.01.003 · Cited by 4
Burm, S., Sebok‐Syer, S. S., Koughnett, J. A. V., & Watling, C. (2020) · Perspectives on Medical Education · doi:10.1007/s40037-020-00594-0 · Cited by 4
“Recent literature has pointed to the need for multiple, dedicated assessors to counterbalance the time and resources necessary to sustain a CBME assessment program[19, 20].”
BackgroundHuancahuire‐Vega, S., White, M., Campos, J. D. F., Castillo-Ariza, M. D., Esteban, R. F. C., Rodríguez-Alarcón, J. F., & Mejia, C. R. (2020) · Educación Médica · doi:10.1016/j.edumed.2020.09.013 · Cited by 4
Johora, F., Abbasy, A. A., Mahboob, S., Jeenia, F. T., Ferdoush, J., & Rahman, M. S. (2022) · medRxiv · doi:10.1101/2022.02.02.22270345 · Cited by 4
Improving the Quality of MCQs by Enhancing Cognitive Level and using Psychometric Analysis
Rahim, M. F., Qassim Bham, S., Khan, S., Ansari, T., & Ahmed, M. (2023) · Pakistan Journal of Health Sciences · doi:10.54393/pjhs.v4i04.700 · Cited by 3
“The main purpose of assessment is to provide feedback on the process of learning [1].”
BackgroundRuczynski, L. I. A., Schouwenberg, B. J., Custers, E. J. F. M., Fluit, C. R. M. G., & van de Pol, M. H. J. (2023) · Advances in Health Sciences Education · doi:10.1007/s10459-023-10288-x · Cited by 4
“To that end, there has been a shift over the past years from assessment of learning towards assessment for learning(Winter, 2003 ; Lockyer et al., 2017).”
BackgroundResultYang, X., Wu, Q., Yang, H., Yu, D., Chen, F., An, Y., Zhang, Z., Shen, Y., & Tang, X. (2025) · BMC Medical Education · doi:10.1186/s12909-025-08323-z · Cited by 3
“By incorporating simulation-based modules and structured competency assessments within the traditional RPE framework, medical education programs can ensure that students benefit from the best of both worlds [10].”
InfluentialHall, A. K., Andriole, D. A., Chen, A. M. H., Englander, R., Rojas, D., Ryan, M. S., Boscardin, C., Caretta‐Weyer, H. A., Dalseg, T. R., Incoll, I. W., et al. (2026) · Perspectives on Medical Education · doi:10.5334/pme.2628 · Cited by 3
Assessment in Mastery Learning
O’Brien, C. L., Adler, M., & McGaghie, W. C. (2020) · Comprehensive healthcare simulation · doi:10.1007/978-3-030-34811-3_5 · Cited by 3
Spadoni, G. F., Wojkowski, S., & Stratford, P. W. (2022) · Physiotherapy Canada · doi:10.3138/ptc-2022-0027 · Cited by 3
Bentley, H., Darras, K. E., Forster, B. B., Probyn, L. J., Sedlic, A., & Hague, C. J. (2022) · Canadian Association of Radiologists Journal · doi:10.1177/08465371221137087 · Cited by 3
“Workplace-based assessments, which foster increased opportunities for feedback and coaching, formulate the foundation of assessment in CBME.(4) Several benefits of CBME in PGME have been described in the literature, including the delineation of standardized specialty-specific competencies,(5,6) increased opportunities…”
InfluentialCompetency-based training: Canadian cardiothoracic surgery
Moffatt, S. D., Harris, K. A., Rubens, F. D., Villeneuve, P. J., & Sundaresan, R. S. (2023) · Journal of Thoracic and Cardiovascular Surgery · doi:10.1016/j.jtcvs.2023.01.007 · Cited by 3
Janecek, J. K., Lang, B., Butt, S. M., Kenealy, L. E., & Heffelfinger, A. K. (2024) · The Clinical Neuropsychologist · doi:10.1080/13854046.2024.2315731 · Cited by 3
“…approaches to guide learning and competency development plans; (6) active engagement and empowerment of the trainee in the assessment process; and (7) use of technology to manage information, track progress, and facilitate transparency (Holmboe et al., 2010; Lockyer et al., 2017).”
Alfandy, B. P., Pamungkasari, E. P., Salsabila, L. A., Djafar, L., & Islami, S. (2024) · Education in Medicine Journal · doi:10.21315/eimj2024.16.1.8 · Cited by 3
“Therefore, this study argues that comprehensive and constructive assessment is required to optimise the implementation of UME curricula and improve the quality of medical graduates (39).”
BackgroundDonald, M. M., & Muir, F. E. (2024) · Canadian Medical Education Journal · doi:10.36834/cmej.76192 · Cited by 3
Gray, K. E., Premkumar, A., Mahrer, M., Eastes, J. G., Gulati, S., Kupanoff, K. M., Mankin, J. A., Wu, P., Czarkowski, B. R., Bogert, J. N., et al. (2024) · The American Journal of Surgery · doi:10.1016/j.amjsurg.2024.115899 · Cited by 3
Zhang, T., Li, N., Du, Q., Ren, Y., Mu, W., Duan, Y., Yang, X., Ran, H., & Li, J. (2024) · BMC Medical Education · doi:10.1186/s12909-024-06317-x · Cited by 3
“Current research on medical education focuses on teacher competency frameworks, educational tools, teaching methods, and learning styles [3–7] but neglects quality assessments of the classroom itself.”
Mukurunge, E., Nyoni, C. N., & Hugo, L. (2024) · Nurse Education in Practice · doi:10.1016/j.nepr.2024.104240 · Cited by 3
Reliability in student assessment: Implications for competency-based curriculum
Singh, T. (2024) · Indian Journal of Health Sciences and Biomedical Research (KLEU) · doi:10.4103/kleuhsj.kleuhsj_15_24 · Cited by 3
Yang, J., Liu, Y. H., Wei, W., Xie, S., Tang, X., Wu, L. G., & Sun, W. (2025) · Journal of Dental Education · doi:10.1002/jdd.13864 · Cited by 3
Wilbur, K., Teunissen, P. W., Scheele, F., & Driessen, E. W. (2021) · Medical Teacher · doi:10.1080/0142159x.2021.1874325 · Cited by 3
“Multiple perspectives of student performance observed over time can optimize assessment in competency-based health professional education (Van Der Vleuten and Schuwirth 2005; Lockyer et al. 2017).”
BackgroundPhaneuf, J.-C., & Wood, D. H. (2021) · Journal of the Canadian Association of Gastroenterology · doi:10.1093/jcag/gwab011 · Cited by 3
Les réformes de l’enseignement médical : de la connaissance vers la compétence
Goff, B. L. (2022) · Revue du Rhumatisme · doi:10.1016/j.rhum.2022.01.001 · Cited by 3
Multi-source feedback following simulated resuscitation scenarios: a qualitative study
Chaplin, T., Braund, H., Szulewski, A., Dalgarno, N., Egan, R. G., & Thoma, B. (2022) · Canadian Medical Education Journal · doi:10.36834/cmej.72387 · Cited by 3
Optimising prospective entrustment: Defaulting on default progression
Hall, A. K., & Oswald, A. (2022) · Medical Education · doi:10.1111/medu.14856 · Cited by 3
“ment (actioned via CCC's) is intended to serve two purposes: assessment of learning and assessment for learning.(6) In the absence of high-quality, easily visualised, trustworthy data, neither of these purposes can be achieved.”
BackgroundCompetency Versus Proficiency in Pediatric Orthopaedic Training
Alman, B. A. (2022) · Journal of the Pediatric Orthopaedic Society of North America · doi:10.55275/jposna-2022-0058 · Cited by 3
Metadata
- Authors
- Lockyer, J., Carraccio, C., Chan, M.-K., Hart, D., Smee, S., Touchie, C., Holmboe, E. S., Frank, J. R., & Collaborators, O. B. O. T. I.
- Affiliations
- University of Calgary (CA)
- American Board of Pediatrics, Chapel Hill, NC, USA;
- University of Manitoba (CA)
- University of Minnesota (US)
- Medical Council of Canada (CA)
- Accreditation Council for Graduate Medical Education (US)
- University of Ottawa (CA)
- Corresponding author
- Lockyer, Jocelyn
- ORCID
- Venue
- Medical Teacher
- Publisher
- Informa UK Limited
- Published
- 2017-06-03
- Volume
- 39
- Issue
- 6
- Pages
- 609-616
- ISSN
- 0142-159X (ISSN-L)
- 1466-187X
- OpenAlex
- W2623879525
- Cited by
- 493
- References
- 59
- Citations by year
- 2026: 36 · 2025: 40 · 2024: 69 · 2023: 78 · 2022: 66 · 2021: 75 · 2020: 57 · 2019: 36 · 2018: 29 · 2017: 6
- FWCI
- 32.74
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Medical Teacher (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Innovations in Medical Education
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Competency Development and Evaluation
- Keywords
- competency-based medical education, learning assessment, assessment for learning, assessor training, psychometrics, feedback, assessment system improvement
- MeSH terms
- Clinical Competence, Competency-Based Education, Education, Medical, Educational Measurement, Feedback, Humans, Learning, Psychometrics
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
