The DOI matches its Crossref record; 69 of the 69 references it cites were found in a registry or an index.
A model for programmatic assessment fit for purpose.
Abstract
We propose a model for programmatic assessment in action, which simultaneously optimises assessment for learning and assessment for decision making about learner progress. This model is based on a set of assessment principles that are interpreted from empirical research. It specifies cycles of training, assessment and learner support activities that are complemented by intermediate and final moments of evaluation on aggregated assessment data points. A key principle is that individual data points are maximised for learning and feedback value, whereas high-stake decisions are based on the aggregation of many data points. Expert judgement plays an important role in the programme. Fundamental is the notion of sampling and bias reduction to deal with the inevitable subjectivity of this type of judgement. Bias reduction is further sought in procedural assessment strategies derived from criteria for qualitative research. We discuss a number of challenges and opportunities around the proposed model. One of its prime virtues is that it enables assessment to move, beyond the dominant psychometric discourse with its focus on individual instruments, towards a systems approach to assessment design underpinned by empirically grounded theory.
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
“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 [12]
In the citing paper
“Programmatic assessment (a system of frequent formative assessments also used for end-of-year summative judgements) is designed to optimize learning and reduce exam stress [86].”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [86]
In the citing paper
“Instead, a novel assessment system has been proposed, by which the utility of assessment can complement the former approach by integrating the results of various types of feedback opportunities programmatically [42].”
From Developing Medical Education Curriculum Reform Strategies to Address the Impact of Generative AI: Qualitative Study (2023) · cites this paper as [42]
Citations
Cites
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905
Kluger, A. N., & DeNisi, A. (1996) · Psychological Bulletin · doi:10.1037/0033-2909.119.2.254 · Cited by 5,882
The assessment of clinical skills/competence/performance
Miller, G. E. (1990) · Academic Medicine · doi:10.1097/00001888-199009000-00045 · Cited by 4,883
Shute, V. J. (2008) · Review of Educational Research · doi:10.3102/0034654307313795 · Cited by 4,631
Klein, G. A. (2008) · Human Factors The Journal of the Human Factors and Ergonomics Society · doi:10.1518/001872008x288385 · Cited by 2,434
Harvey, L., & Green, D. (1993) · Assessment & Evaluation in Higher Education · doi:10.1080/0260293930180102 · Cited by 1,281
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
Self-citationLinking Theory and Practice: Changing the Pedagogy of Teacher Education
Korthagen, F. A. J., & Kessels, J. P. A. M. (1999) · Educational Researcher · doi:10.3102/0013189x028004004 · Cited by 1,266
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
Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks
Falchikov, N., & Goldfinch, J. (2000) · Review of Educational Research · doi:10.3102/00346543070003287 · Cited by 1,170
Research works printed but not linked: 6
- Cavalcanti RB, 2011, JAMA, 306, 993
- Cilliers FJ, 2011, Adv Health Sci Educ Theory Pract
- Dijkstra J, Galbraith R, Hodges B, McAvoy P, McCrorie P, Southgate L, Van der Vleuten C, Wass V, Schuwirth L. under editorial review. Fit-for-purpose guidelines for designing programmes of assessment
- Harden RM, 1984, Med Teach, 18, 284
- Van Merriënboer JJG, 1997, Training complex cognitive skills
- Verhoeven BH, 1999, Educ Health, 12, 49
Cited by
Sorted by citations
Boscardin, C. K., Gin, B., Golde, P. B., & Hauer, K. E. (2024) · Academic Medicine · doi:10.1097/acm.0000000000005439 · Cited by 620
Core principles of assessment in competency-based medical education.
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. (2017) · Medical Teacher · doi:10.1080/0142159x.2017.1315082 · Cited by 493
Assessment, feedback and the alchemy of learning
Watling, C., & Ginsburg, S. (2018) · Medical Education · doi:10.1111/medu.13645 · Cited by 461
Implementation of competency‐based medical education: are we addressing the concerns and challenges?
Hawkins, R. E., Welcher, C. M., Holmboe, E. S., Kirk, L. M., Norcini, J. J., Simons, K. B., & Skochelak, S. E. (2015) · Medical Education · doi:10.1111/medu.12831 · Cited by 409
Clinical Reasoning Assessment Methods: A Scoping Review and Practical Guidance
Daniel, M. M., Rencic, J. J., Durning, S. J., Holmboe, E. S., Santen, S. A., Lang, V. J., Ratcliffe, T. A., Gordon, D., Heist, B. S., Lubarsky, S., et al. (2019) · Academic Medicine · doi:10.1097/acm.0000000000002618 · Cited by 358
Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education.
Lefroy, J., Watling, C., Teunissen, P. W., & Brand, P. (2015) · Perspectives on Medical Education · doi:10.1007/s40037-015-0231-7 · Cited by 347
Twelve Tips for programmatic assessment
Van Der Vleuten, C. P. M., Schuwirth, L. W. T., Driessen, E. W., Govaerts, M. J. B., & Heeneman, S. (2015) · Medical Teacher · doi:10.3109/0142159x.2014.973388 · Cited by 333
Self-citationIs the OSCE a feasible tool to assess competencies in undergraduate medical education?
Patrício, M. F., Julião, M., Fareleira, F., & Carneiro, A. V. (2013) · Medical Teacher · doi:10.3109/0142159x.2013.774330 · Cited by 309
Programmatic assessment of competency-based workplace learning: when theory meets practice
Bok, H. G., Teunissen, P. W., Favier, R. P., Rietbroek, N. J., Theyse, L. F., Brommer, H., Haarhuis, J. C., van Beukelen, P., van der Vleuten, C. P., & Jaarsma, D. A. (2013) · BMC Medical Education · doi:10.1186/1472-6920-13-123 · Cited by 303
A call to action: The controversy of and rationale for competency-based medical education
Holmboe, E. S., Sherbino, J., Englander, R., Snell, L. S., Frank, J. R., & Collaborators, O. B. O. T. I. (2017) · Medical Teacher · doi:10.1080/0142159x.2017.1315067 · Cited by 276
Capturing the complexity of differentiated instruction
van Geel, M. J. M., Keuning, T., Frèrejean, J., Dolmans, D. H. J. M., van Merriënboer, J. J. G., & Visscher, A. J. (2018) · School Effectiveness and School Improvement · doi:10.1080/09243453.2018.1539013 · Cited by 220
The impact of programmatic assessment on student learning: theory versus practice
Heeneman, S., Pool, A. O., Schuwirth, L., van der Vleuten, C. P. M., & Driessen, E. W. (2015) · Medical Education · doi:10.1111/medu.12645 · Cited by 213
Self-citationCompetency‐based education: programme design and challenges to implementation
Gruppen, L. D., Burkhardt, J., Fitzgerald, J. T., Funnell, M. M., Haftel, H. M., Lypson, M. L., Mullan, P. B., Santen, S. A., Sheets, K. J., Stalburg, C. M., et al. (2016) · Medical Education · doi:10.1111/medu.12977 · Cited by 185
The Power of Subjectivity in the Assessment of Medical Trainees
ten Cate, O., & Regehr, G. (2018) · Academic Medicine · doi:10.1097/acm.0000000000002495 · Cited by 179
Dolmans, D. H. J. M., & Tigelaar, D. E. H. (2012) · Medical Teacher · doi:10.3109/0142159x.2011.595437 · Cited by 172
Self-citationSchellekens, L. H., Bok, H. G. J., de Jong, L. H., van der Schaaf, M. F., Kremer, W. D. J., & van der Vleuten, C. P. M. (2021) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2021.101094 · Cited by 229
Kogan, J. R., Hatala, R. A., Hauer, K. E., & Holmboe, E. S. (2017) · Perspectives on Medical Education · doi:10.1007/s40037-017-0376-7 · Cited by 167
Does authentic assessment assure academic integrity? Evidence from contract cheating data
Ellis, C., van Haeringen, K., Harper, R., Bretag, T., Zucker, I. M., McBride, S., Rozenberg, P., Newton, P. M., & Saddiqui, S. (2019) · Higher Education Research & Development · doi:10.1080/07294360.2019.1680956 · Cited by 183
Assessment of Clinical Skills With Standardized Patients: State of the Art Revisited
Swanson, D. B., & van der Vleuten, C. P. M. (2013) · Teaching and Learning in Medicine · doi:10.1080/10401334.2013.842916 · Cited by 153
Competency-Based, Time-Variable Education in the Health Professions: Crossroads
Lucey, C. R., Thibault, G. E., & ten Cate, O. (2018) · Academic Medicine · doi:10.1097/acm.0000000000002080 · Cited by 153
The R2C2 Model in Residency Education: How Does It Foster Coaching and Promote Feedback Use?
Sargeant, J., Lockyer, J. M., Mann, K., Armson, H., Warren, A., Zetkulic, M., Soklaridis, S., Könings, K. D., Ross, K., Silver, I., et al. (2018) · Academic Medicine · doi:10.1097/acm.0000000000002131 · Cited by 148
Stocker, M., Burmester, M., & Allen, M. L. (2014) · BMC Medical Education · doi:10.1186/1472-6920-14-69 · Cited by 146
e-Portfolios enhancing students’ self-directed learning: A systematic review of influencing factors
Beckers, J., Dolmans, D. H. J. M., & van Merriënboer, J. J. G. (2016) · Australasian Journal of Educational Technology · doi:10.14742/ajet.2528 · Cited by 151
A history of assessment in medical education
Schuwirth, L., & van der Vleuten, C. P. M. (2020) · Advances in Health Sciences Education · doi:10.1007/s10459-020-10003-0 · Cited by 155
Self-citationSchut, S., Driessen, E. W., van Tartwijk, J., van der Vleuten, C. P. M., & Heeneman, S. (2018) · Medical Education · doi:10.1111/medu.13532 · Cited by 141
Self-citationGuidelines: The dos, don’ts and don’t knows of remediation in medical education
Chou, C. L., Kalet, A. L., Costa, M. J., Cleland, J., & Winston, K. (2019) · Perspectives on Medical Education · doi:10.1007/s40037-019-00544-5 · Cited by 144
Technology Enhanced Assessment (TEA) in COVID 19 Pandemic
Khan, R. A., & Jawaid, M. (2020) · Pakistan Journal of Medical Sciences · doi:10.12669/pjms.36.covid19-s4.2795 · Cited by 151
Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles
Heeneman, S., de Jong, L. H., Dawson, L. J., WILKINSON, T. J., Ryan, A., Tait, G. R., Rice, N. E., Torre, D. M., Freeman, A., & van der Vleuten, C. P. M. (2021) · Medical Teacher · doi:10.1080/0142159x.2021.1957088 · Cited by 150
Barriers to the uptake and use of feedback in the context of summative assessment
Harrison, C., Könings, K. D., Schuwirth, L., Wass, V., & van der Vleuten, C. P. M. (2014) · Advances in Health Sciences Education · doi:10.1007/s10459-014-9524-6 · Cited by 152
Self-citationSchut, S., Maggio, L. A., Heeneman, S., van Tartwijk, J., van der Vleuten, C. P. M., & Driessen, E. W. (2020) · Perspectives on Medical Education · doi:10.1007/s40037-020-00625-w · Cited by 132
Self-citationLearning Analytics in Medical Education Assessment: The Past, the Present, and the Future
Chan, T. M., Sebok‐Syer, S. S., Thoma, B., Wise, A. F., Sherbino, J., & Pusic, M. V. (2018) · AEM Education and Training · doi:10.1002/aet2.10087 · Cited by 126
Validity matters more than cheating
Dawson, P., Bearman, M., Dollinger, M., & Boud, D. J. (2024) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2024.2386662 · Cited by 227
Support for assessment practice: developing the Assessment Design Decisions Framework
Bearman, M., Dawson, P., Boud, D. J., Bennett, S., Hall, M., & Molloy, E. (2016) · Teaching in Higher Education · doi:10.1080/13562517.2016.1160217 · Cited by 125
Harrison, C., Könings, K. D., Dannefer, E. F., Schuwirth, L., Wass, V., & van der Vleuten, C. P. M. (2016) · Perspectives on Medical Education · doi:10.1007/s40037-016-0297-x · Cited by 124
Self-citationBing‐You, R. G., Varaklis, K., Hayes, V., Trowbridge, R. L., Kemp, H., & McKelvy, D. J. (2017) · Academic Medicine · doi:10.1097/acm.0000000000001927 · Cited by 131
Reviewing Residents’ Competence
Hauer, K. E., Chesluk, B. J., Iobst, W. F., Holmboe, E. S., Baron, R. B., Boscardin, C., ten Cate, O., & O’Sullivan, P. (2015) · Academic Medicine · doi:10.1097/acm.0000000000000736 · Cited by 121
The use of programmatic assessment in the clinical workplace: A Maastricht case report
Driessen, E. W., van Tartwijk, J., Govaerts, M., Teunissen, P., & van der Vleuten, C. P. M. (2012) · Medical Teacher · doi:10.3109/0142159x.2012.652242 · Cited by 116
Self-citationSchuwirth, L., & Ash, J. (2013) · Medical Teacher · doi:10.3109/0142159x.2013.787140 · Cited by 118
Self-citationImplementation of Competency-Based Pharmacy Education (CBPE)
Koster, A. S., Schalekamp, T., & Meijerman, I. (2017) · Pharmacy · doi:10.3390/pharmacy5010010 · Cited by 122
Driessen, E., & Scheele, F. (2013) · Medical Teacher · doi:10.3109/0142159x.2013.798403 · Cited by 110
Self-citationForsberg, E., Ziegert, K., Hult, H., & Fors, U. (2013) · Nurse Education Today · doi:10.1016/j.nedt.2013.07.010 · Cited by 107
Changing the culture of assessment: the dominance of the summative assessment paradigm
Harrison, C., Könings, K. D., Schuwirth, L., Wass, V., & van der Vleuten, C. P. M. (2017) · BMC Medical Education · doi:10.1186/s12909-017-0912-5 · Cited by 104
Self-citationThe Development of Entrustable Professional Activities for Internal Medicine Residency Training
Caverzagie, K. J., Cooney, T. G., Hemmer, P. A., & Berkowitz, L. R. (2014) · Academic Medicine · doi:10.1097/acm.0000000000000564 · Cited by 100
Believing is seeing: how people's beliefs influence goals, emotions and behaviour
Teunissen, P. W., & Bok, H. G. J. (2013) · Medical Education · doi:10.1111/medu.12228 · Cited by 99
Assessment quality and practices in secondary PE in the Netherlands
Borghouts, L. B., Slingerland, M., & Haerens, L. L. (2016) · Physical Education and Sport Pedagogy · doi:10.1080/17408989.2016.1241226 · Cited by 112
The do’s, don’t and don’t knows of supporting transition to more independent practice
Yardley, S. J., Westerman, M., Bartlett, M., Walton, J. M., Smith, J. M., & Peile, E. (2018) · Perspectives on Medical Education · doi:10.1007/s40037-018-0403-3 · Cited by 100
Assessment in the context of problem-based learning
van der Vleuten, C. P. M., & Schuwirth, L. (2019) · Advances in Health Sciences Education · doi:10.1007/s10459-019-09909-1 · Cited by 126
Self-citationR2C2 in action: Testing an evidence-based model to facilitate feedback and coaching in residency.
Sargeant, J., Mann, K., Manos, S., Epstein, I., Warren, A., Shearer, C., & Boudreau, M. (2017) · Journal of Graduate Medical Education · doi:10.4300/jgme-d-16-00398.1 · Cited by 98
Entrustable professional activities in entry‐level health professional education: A scoping review
Bramley, A. L., & McKenna, L. (2021) · Medical Education · doi:10.1111/medu.14539 · Cited by 102
What programmatic assessment in medical education can learn from healthcare
Schuwirth, L., van der Vleuten, C. P. M., & Durning, S. J. (2017) · Perspectives on Medical Education · doi:10.1007/s40037-017-0345-1 · Cited by 94
Self-citationBullock, J. L., Lai, C. J., Lockspeiser, T. M., O’Sullivan, P., Aronowitz, P. B., Dellmore, D., Fung, C.-C., Knight, C. L., & Hauer, K. E. (2019) · Academic Medicine · doi:10.1097/acm.0000000000002905 · Cited by 96
Khalaf, K., El‐Kishawi, M., Moufti, M. A., & Kawas, S. A. (2020) · Medical Education Online · doi:10.1080/10872981.2020.1826861 · Cited by 103
Warm, E. J., Held, J. D., Hellmann, M., Kelleher, M., Kinnear, B., Lee, C., O’Toole, J. K., Mathis, B. R., Mueller, C. V., Sall, D. R., et al. (2016) · Academic Medicine · doi:10.1097/acm.0000000000001292 · Cited by 89
Enhanced Requirements for Assessment in a Competency-Based, Time-Variable Medical Education System
Gruppen, L. D., ten Cate, O., Lingard, L., Teunissen, P. W., & Kogan, J. R. (2018) · Academic Medicine · doi:10.1097/acm.0000000000002066 · Cited by 90
Exploring the characteristics and context that allow Master Adaptive Learners to thrive
Cutrer, W. B., Atkinson, H. G., Friedman, E. S., Deiorio, N. M., Gruppen, L. D., Dekhtyar, M., & Pusic, M. V. (2018) · Medical Teacher · doi:10.1080/0142159x.2018.1484560 · Cited by 94
Driessen, E. W. (2016) · Advances in Health Sciences Education · doi:10.1007/s10459-016-9679-4 · Cited by 86
Self-citationThe impact of entrustment assessments on feedback and learning: Trainee perspectives
Martin, L. J., Sibbald, M., Vegas, D. B., Russell, D., & Govaerts, M. (2019) · Medical Education · doi:10.1111/medu.14047 · Cited by 87
Do coursework summative assessments predict clinical performance? A systematic review
Terry, R., Hing, W. A., Orr, R. M., & Milne, N. (2017) · BMC Medical Education · doi:10.1186/s12909-017-0878-3 · Cited by 90
van den Eertwegh, V., van Dalen, J., van Dulmen, S., van der Vleuten, C. P. M., & Scherpbier, A. J. J. A. (2014) · Patient Education and Counseling · doi:10.1016/j.pec.2014.01.002 · Cited by 85
Twelve tips for teaching with concept maps in medical education
Torre, D. M., Durning, S. J., & Daley, B. J. (2013) · Medical Teacher · doi:10.3109/0142159x.2013.759644 · Cited by 85
Identifying Feedback That Has Impact
Henderson, M., Ajjawi, R., Boud, D. J., & Molloy, E. (2019) · Springer eBooks · doi:10.1007/978-3-030-25112-3_2 · Cited by 92
Theoretical considerations on programmatic assessment
Torre, D. M., Schuwirth, L., & van der Vleuten, C. P. M. (2019) · Medical Teacher · doi:10.1080/0142159x.2019.1672863 · Cited by 87
Self-citationChung, M. P., Thang, C. K., Vermillion, M., Fried, J. M., & Uijtdehaage, S. H. J. (2018) · Medical Education Online · doi:10.1080/10872981.2018.1478170 · Cited by 82
Student perspectives on assessment: Experience in a competency-based portfolio system
Altahawi, F. F., Sisk, B. A., Poloskey, S. L., Hicks, C. W., & Dannefer, E. F. (2012) · Medical Teacher · doi:10.3109/0142159x.2012.652243 · Cited by 80
What we measure … and what we should measure in medical education
Boulet, J. R., & Durning, S. J. (2018) · Medical Education · doi:10.1111/medu.13652 · Cited by 80
Shimizu, I., Kasai, H., Shikino, K., Araki, N., Takahashi, Z., Onodera, M., Kimura, Y., Tsukamoto, T., Yamauchi, K., Asahina, M., et al. (2023) · JMIR Medical Education · doi:10.2196/53466 · Cited by 81
Kusurkar, R. A., Orsini, C. A., Somra, S., Artino, A. R., Daelmans, H. E. M., Schoonmade, L. J., & van der Vleuten, C. P. M. (2023) · Academic Medicine · doi:10.1097/acm.0000000000005263 · Cited by 97
Video-Based Assessment in Surgical Education: A Scoping Review
McQueen, S. A., McKinnon, V., VanderBeek, L., McCarthy, C., & Sonnadara, R. (2019) · Journal of surgical education · doi:10.1016/j.jsurg.2019.05.013 · Cited by 75
Beyond assessment of learning toward assessment for learning: Educating tomorrow's physicians
Dannefer, E. F. (2013) · Medical Teacher · doi:10.3109/0142159x.2013.787141 · Cited by 72
Kinnear, B., Warm, E. J., & Hauer, K. E. (2018) · Medical Teacher · doi:10.1080/0142159x.2018.1474191 · Cited by 73
Anderson, H. L. K., Kurtz, J. B., & West, D. C. (2021) · Academic Medicine · doi:10.1097/acm.0000000000004366 · Cited by 69
Core Clerkship Grading: The Illusion of Objectivity
Hauer, K. E., & Lucey, C. R. (2018) · Academic Medicine · doi:10.1097/acm.0000000000002413 · Cited by 68
Pinilla, S., Lenouvel, E., Cantisani, A., Klöppel, S., Strik, W. K., Huwendiek, S., & Nissen, C. (2021) · BMC Medical Education · doi:10.1186/s12909-021-02608-9 · Cited by 71
Hauer, K. E., Park, Y. S., Bullock, J. L., & Tekian, A. S. (2023) · Academic Medicine · doi:10.1097/acm.0000000000005245 · Cited by 67
Beyond NAVMEC: Competency-Based Veterinary Education and Assessment of the Professional Competencies
Hodgson, J. L., Pelzer, J. M., & Inzana, K. D. (2013) · Journal of Veterinary Medical Education · doi:10.3138/jvme.1012-092r · Cited by 74
Rich, J. V., Young, S. F., Donnelly, C. A., Hall, A. K., Dagnone, D., Weersink, K., Caudle, J. M., Melle, E. V., & Klinger, D. A. (2019) · Journal of Evaluation in Clinical Practice · doi:10.1111/jep.13328 · Cited by 67
Refocusing portfolio assessment: Curating for feedback and portrayal
Clarke, J., & Boud, D. J. (2016) · Innovations in Education and Teaching International · doi:10.1080/14703297.2016.1250664 · Cited by 66
Duijn, C. C. M. A., Welink, L. S., Bok, H. G. J., & ten Cate, O. (2018) · Perspectives on Medical Education · doi:10.1007/s40037-018-0430-0 · Cited by 65
Assessment quality in tertiary education: An integrative literature review
Leeuwenkamp, K. J. G.-V., Brinke, D. J.-T., & Kester, L. (2017) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2017.08.001 · Cited by 81
Boscardin, C., Fergus, K. B., Hellevig, B., & Hauer, K. E. (2017) · Medical Teacher · doi:10.1080/0142159x.2017.1396306 · Cited by 68
Peer assessment in the objective structured clinical examination: A scoping review
Khan, R., Payne, M. W. C., & Chahine, S. (2017) · Medical Teacher · doi:10.1080/0142159x.2017.1309375 · Cited by 72
Validity evidence for programmatic assessment in competency-based education
Bok, H. G. J., de Jong, L. H., O’Neill, T., Maxey, C., & Hecker, K. G. (2018) · Perspectives on Medical Education · doi:10.1007/s40037-018-0481-2 · Cited by 66
Assessment of communication skills
van der Vleuten, C. P. M., van den Eertwegh, V., & Giroldi, E. (2019) · Patient Education and Counseling · doi:10.1016/j.pec.2019.07.007 · Cited by 67
Heeneman, S., Schut, S., Donkers, J. H. H. L. M., van der Vleuten, C. P. M., & Muijtjens, A. M. M. (2016) · Medical Teacher · doi:10.1080/0142159x.2016.1230183 · Cited by 58
Systematic review and narrative synthesis of competency-based medical education in anaesthesia
Weller, J. M., Naik, V. N., & Diego, R. J. S. (2020) · British Journal of Anaesthesia · doi:10.1016/j.bja.2019.10.025 · Cited by 61
Frèrejean, J., van Geel, M. J. M., Keuning, T., Dolmans, D. H. J. M., van Merriënboer, J. J. G., & Visscher, A. J. (2021) · Instructional Science · doi:10.1007/s11251-021-09540-x · Cited by 78
Between trust and control: Teachers' assessment conceptualisations within programmatic assessment
Schut, S., Heeneman, S., Bierer, S. B., Driessen, E. W., van Tartwijk, J., & van der Vleuten, C. P. M. (2020) · Medical Education · doi:10.1111/medu.14075 · Cited by 57
Self-citationTrust, power and learning in workplace‐based assessment: The trainee perspective
Castanelli, D. J., Weller, J. M., Molloy, E., & Bearman, M. (2021) · Medical Education · doi:10.1111/medu.14631 · Cited by 56
Knowledge, skills and beetles: respecting the privacy of private experiences in medical education
Veen, M., Skelton, J. R., & de la Croix, A. (2020) · Perspectives on Medical Education · doi:10.1007/s40037-020-00565-5 · Cited by 56
Ottawa 2020 consensus statements for programmatic assessment – 2. Implementation and practice
Torre, D. M., Rice, N. E., Ryan, A., Bok, H. G. J., Dawson, L. J., Bierer, S. B., WILKINSON, T. J., Tait, G. R., Laughlin, T., Veerapen, K., et al. (2021) · Medical Teacher · doi:10.1080/0142159x.2021.1956681 · Cited by 55
Feedback-giving behaviour in performance evaluations during clinical clerkships
Bok, H. G. J., Jaarsma, D. A. D. C., Spruijt, A., van Beukelen, P., van der Vleuten, C. P. M., & Teunissen, P. W. (2015) · Medical Teacher · doi:10.3109/0142159x.2015.1017448 · Cited by 54
Meaningful feedback through a sociocultural lens
Ramani, S., Könings, K. D., Ginsburg, S., & van der Vleuten, C. P. M. (2019) · Medical Teacher · doi:10.1080/0142159x.2019.1656804 · Cited by 58
Deconstructing programmatic assessment
WILKINSON, T. J., & Tweed, M. (2018) · Advances in Medical Education and Practice · doi:10.2147/amep.s144449 · Cited by 53
Zimmermann, K., Holzinger, I. I. B., Ganassi, L., Esslinger, P., Pilgrim, S., Allen, M. L., Burmester, M., & Stocker, M. (2015) · BMC Medical Education · doi:10.1186/s12909-015-0472-5 · Cited by 52
Competence Assessment as Learner Support in Education
van der Vleuten, C. P. M., Sluijsmans, D. M. A., & Brinke, D. J.-T. (2016) · Technical and vocational education and training · doi:10.1007/978-3-319-41713-4_28 · Cited by 57
Some assembly required: tracing the interpretative work of Clinical Competency Committees
Pack, R., Lingard, L. A., Watling, C., Chahine, S., & Cristancho, S. (2019) · Medical Education · doi:10.1111/medu.13884 · Cited by 52
The Transformational Path Ahead: Competency-Based Medical Education in Family Medicine
Holmboe, E. S. (2021) · Family Medicine · doi:10.22454/fammed.2021.296914 · Cited by 61
How ‘Testing’ Has Become ‘Programmatic Assessment for Learning’
Schuwirth, L., & van der Vleuten, C. P. M. (2018) · Health Professions Education · doi:10.1016/j.hpe.2018.06.005 · Cited by 53
Self-citationDevine, O., Harborne, A. C., & McManus, I. C. (2015) · BMC Medical Education · doi:10.1186/s12909-015-0428-9 · Cited by 52
Embo, M. P. C., Driessen, E. W., Valcke, M., & van der Vleuten, C. P. M. (2014) · Nurse Education Today · doi:10.1016/j.nedt.2014.11.022 · Cited by 50
Self-citation
Metadata
- Authors
- van der Vleuten, C. P. M., Schuwirth, L. W. T., Driessen, E. W., Dijkstra, J., Tigelaar, D., Baartman, L. K. J., & van Tartwijk, J.
- Affiliations
- Flinders University (AU)
- Maastricht University (NL)
- Leiden University (NL)
- University of Applied Sciences Utrecht (NL)
- Venue
- Medical Teacher
- Publisher
- Informa UK Limited
- Published
- 2012-02-25
- Volume
- 34
- Issue
- 3
- Pages
- 205-214
- ISSN
- 0142-159X (ISSN-L)
- 1466-187X
- OpenAlex
- W2163467994
- Cited by
- 892
- References
- 69
- Citations by year
- 2026: 140 · 2025: 62 · 2024: 70 · 2023: 74 · 2022: 72 · 2021: 71 · 2020: 59 · 2019: 66 · 2018: 69 · 2017: 56 · 2016: 50 · 2015: 32 · 2014: 40 · 2013: 21 · 2012: 9
- FWCI
- 31.53
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Medical Teacher (publishedVersion)
- PubMed (publishedVersion)
- Research Publications (Maastricht University) (publishedVersion)
- Radboud Repository (Radboud University) (submittedVersion)
- Research Publications (Maastricht University) (submittedVersion)
- Topics
- Social Sciences › Education › Innovations in Medical Education
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Public Administration › Evaluation and Performance Assessment
- Keywords
- programmatic assessment, assessment for learning, student progress, evaluation principles, expert opinion, bias mitigation, sampling, feedback, medical education
- MeSH terms
- Decision Making, Educational Measurement, Humans, Program Evaluation, Models, Educational
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
