Cited by 892Innovations in Medical EducationStudent Assessment and FeedbackEvaluation and Performance Assessment

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.

van der Vleuten, C. P. M., Schuwirth, L. W. T., Driessen, E. W., Dijkstra, J., Tigelaar, D., Baartman, L. K. J., van Tartwijk, J.·2012·Medical Teacher

DOI 10.3109/0142159x.2012.652239

Open this paper in CoChat — free account

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.

Integrity signals

Registry

Crossref · 10.3109/0142159x.2012.652239

Cites

69 of 69 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

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?

The Power of Feedback
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905
The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.
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
Focus on Formative Feedback
Shute, V. J. (2008) · Review of Educational Research · doi:10.3102/0034654307313795 · Cited by 4,631
Naturalistic Decision Making
Klein, G. A. (2008) · Human Factors The Journal of the Human Factors and Ergonomics Society · doi:10.1518/001872008x288385 · Cited by 2,434
Defining Quality
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-citation
Linking 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

Flagged first, then by citations

Show all 69 references

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

Sorted by citations

Items 501–600 of 892

Unpacking the impacts of programmatic approach to assessment system in a medical programme using critical realist perspectives
Khanna, P., Roberts, C., Burgess, A. W., Lane, S., & Bleasel, J. F. (2023) · Journal of Critical Realism · doi:10.1080/14767430.2023.2279805 · Cited by 4
Does Progress Testing Violate the Principles of Constructive Alignment?
Henning, M. A., Pinnock, R., & Webster, C. S. (2017) · Medical Science Educator · doi:10.1007/s40670-017-0459-4 · Cited by 4
The Reliability of Rater Variability
Gingerich, A. (2020) · Journal of Graduate Medical Education · doi:10.4300/jgme-d-20-00163.1 · Cited by 4
Are we generating more assessments without added value? Surgical trainees’ perceptions of and receptiveness to cross-specialty assessment
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
Analysis of the Radiation Oncology In-Training Examination Content Using a Clinical Care Path Conceptual Framework
Rogacki, K. R., Gutiontov, S. I., Goodman, C. R., Jeans, E. B., Hasan, Y., & Golden, D. W. (2021) · Applied Radiation Oncology · doi:10.37549/aro1287 · Cited by 4
A conversation about the role of medical regulators
Southgate, L. J., & van der Vleuten, C. P. M. (2014) · Medical Education · doi:10.1111/medu.12309 · Cited by 4
How do we assess in Clinical Legal Education? A “reflection” about reflective learning
Añón, J. G. (2016) · International Journal of Clinical Legal Education · doi:10.19164/ijcle.v23i1.490 · Cited by 4
Personal Development Plan, Career Development, and Training
Beausaert, S. A. J., Segers, M. S. R., & Grohnert, T. (2014) · doi:10.1002/9781118736982.ch18 · Cited by 4
Guidelines for designing programmes of assessment
Dijkstra, J. (2014) · doi:10.26481/dis.20140625jd · Cited by 4
Self-citation
With a little help from my e-portfolio
Beckers, J. (2016) · Research Publications (Maastricht University) · doi:10.26481/dis.20161209jb · Cited by 4
Formative assessment
Wood, D. (2013) · Wiley eBooks · doi:10.1002/9781118472361.ch23 · Cited by 4
Educator experiences with postgraduate psychology students exhibiting professional competence issues
Quinlan, E., Collison, J., Deane, F. P., Gooi, C. H., & Paparo, J. (2024) · Ethics & Behavior · doi:10.1080/10508422.2024.2370780 · Cited by 4
Anatomy knowledge retention: The perspectives of faculty and students at the University of Ghana Medical School
Arko‐Boham, B., Mawuse, G. F. K., Quaye, D., Ahenkorah, J., Hottor, B. A., Adutwum-Ofosu, K. K., Blay, R. M., Abdul‐Rahman, M., & Koney, N. K. (2025) · Translational Research in Anatomy · doi:10.1016/j.tria.2025.100427 · Cited by 3
Mapping the Landscape: A Bibliometric and Narrative Review of Programmatic Assessment in Medical Education
Triastuti, N. J., Kristina, T. N., & Prihatiningsih, T. S. (2025) · Al-Rafidain Journal of Medical Sciences · doi:10.54133/ajms.v9i2.2310 · Cited by 5
From framework to fitness for the 21st century: How Brazil’s 2025 National Curricular Guidelines recast priorities for training physicians
Andrade, B. B., Sasaki, K. C. M., Menezes, R. C., Filho, R. L. L., & Avena, K. D. M. (2026) · Frontiers in Medicine · doi:10.3389/fmed.2025.1730625 · Cited by 3
The introduction of workplace-based assessment into postgraduate medical training in South Africa: trainee perspectives
Daitz, E., Jenkins, L. S., van Rensburg, J. J., Muller, M., Singaram, V. S., Cooke, R., Adam, S., Mawela, D., Botha, G. C., Mamashela, T. A., et al. (2026) · BMC Medical Education · doi:10.1186/s12909-026-08792-w · Cited by 3
Implementing a collaborative program-wide approach to redeveloping assessment in response to generative artificial intelligence (GenAI)
Nicola‐Richmond, K., Dawson, P., Lawson, J. T., Fay, P., Parson, J. A., Macfarlane, S., Riddell, S., & Finneran, R. (2026) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2026.2653886 · Cited by 3
The CBHPE Outcomes Theory of Change: An International Consensus Statement on the Mechanisms and Outcomes of Competency-Based Education in the Health Professions
Chen, A. M. H., Rhoney, D. H., Goldhamer, M. E. J., Ekpenyong, A., Humphrey-Murto, S. M., Caretta‐Weyer, H. A., Snell, L. S., Damodaran, A. K., Englander, R., Hall, A. K., et al. (2026) · Perspectives on Medical Education · doi:10.5334/pme.2553 · Cited by 3
Reflexões sobre a utilização do Teste de Progresso na avaliação programática do estudante
Troncon, L. E. D. A., Elias, L. L. K., Osako, M. K., Romão, E. A., Bóllela, V. R., & Moriguti, J. C. (2023) · Revista Brasileira de Educação Médica · doi:10.1590/1981-5271v47.2-2022-0334 · Cited by 3
The future world of work for professional accountants: The top employability skills that industry expects from university graduates
Moyo, V., & Kanyane, M. H. (2024) · doi:10.4102/aosis.2024.bk454.04 · Cited by 3
Rethinking commerce education in South Africa: The case for change to develop future-fit business leaders
Steyn, R., Antonites, A. J., van der Merwe, A., Merino, A. R., Callaghan, C. W., Boikanyo, D. H., Marques, G., van der Merwe, H., Surujlal, J., Plant, K., et al. (2024) · doi:10.4102/aosis.2024.bk454 · Cited by 3
Students’ perspective on the Dutch National Pharmacotherapy Assessment, a national survey study among final-year medical students
Donker, E. M., van Rosse, F., Janssen, B. J., Knol, W., Dumont, G., van Smeden, J., Atiqi, R., Hessel, M. H. M., Richir, M. C., van Agtmael, M. A., et al. (2025) · European Journal of Pharmacology · doi:10.1016/j.ejphar.2025.177266 · Cited by 3
Moving from patches to quilts: developing self-aware, reflective leaders through curriculum innovation based on a Patchwork Text approach
Moen, C., & Brown, J. M. (2017) · Reflective Practice · doi:10.1080/14623943.2017.1361922 · Cited by 3
How do we educate the next generation of emergency physicians: RCEM 50
Townend, W., Long, J., Munro-Davies, L., & Beet, E. (2018) · Emergency Medicine Journal · doi:10.1136/emermed-2017-207223 · Cited by 3
Inflated Clinical Evaluations: a Comparison of Faculty-Selected and Mathematically Calculated Overall Evaluations Based on Behaviorally Anchored Assessment Data
Meyer, E. G., Cozza, K. L., Konara, R. M. R., Hamaoka, D., & West, J. C. (2018) · Academic Psychiatry · doi:10.1007/s40596-018-0957-8 · Cited by 3
Perspectives of Clinical Teaching Fellows on preparedness for practice: a mixed-methods exploration of what needs to change
Morrice, R., Buckeldee, O., & Leedham-Green, K. E. (2021) · Medical Education Online · doi:10.1080/10872981.2021.1976443 · 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
Pre-clerkship EPA assessments: a thematic analysis of rater cognition
Meyer, E. G., Harvey, E. J., Durning, S. J., & Uijtdehaage, S. H. J. (2022) · BMC Medical Education · doi:10.1186/s12909-022-03402-x · Cited by 3
Operationalizing competency-based assessment: Contextualizing for cultural and gender divides
Ahmed, S., Shersad, F., Алексеевна, З. А., Shadan, M., Elmardi, A., & Tayeb, Y. E. (2023) · MedEdPublish · doi:10.12688/mep.19728.1 · Cited by 3
Toetsing en motivatie. Synergie en balans in formatief handelen en summatief toetsen beïnvloeden vanuit een systemisch perspectief
Krijgsman, C., Borghouts, L. B., Mainhard, T., van Tartwijk, J., & Haerens, L. L. (2023) · Pedagogische Studiën · doi:10.59302/ps.v100i3.17635 · Cited by 3
Using Technology-Supported Approaches for the Development of Technical Skills Outside of the Classroom
McKernon, S. L., Adderton, E., & Dawson, L. J. (2024) · Education Sciences · doi:10.3390/educsci14030329 · Cited by 5
The progress test as a structuring initiative for programmatic assessment
Alavarce, D. C., de Medeiros, M. L., Viana, D. D. A., Abade, F., Vieira, J. E., Machado, J. L. M., & Collares, C. F. (2024) · BMC Medical Education · doi:10.1186/s12909-024-05537-5 · Cited by 3
Creation of a 4-Year Combined General Psychiatry/Child and Adolescent Psychiatry Residency: Rationale, Description, and Expected Competency Outcomes
Sadhu, J. M., Young, J. Q., & Hunt, J. (2024) · Academic Psychiatry · doi:10.1007/s40596-024-02009-2 · Cited by 3
Potential Strategies to Improve the Quality of the Framework of Programmatic Assessment in Medical Education: Raising the Bar
Shrivastava, S. R., & Hidayah, R. N. (2023) · Archives of Medicine and Health Sciences · doi:10.4103/amhs.amhs_151_23 · Cited by 3
Continuous assessment in medical education: Exploring students’ views on the progress test
Cristóvão, H. L. G., Cristóvão, N. B. G., Castellari, L. M. D. M., Cristóvão, A. B. G., dos Santos, E. R., Quitério, A. B., da Silva, R. E., Oliani, D. C. M. V., Lima, A. R. D. A., Brienze, V. M. S., et al. (2024) · PLoS ONE · doi:10.1371/journal.pone.0314848 · Cited by 4
A Comparison of first year nursing students’ assessment journey at two universities; an exploratory mixed methods study
Garvey, L., Ilangakoon, C., Tighe, J., & Hamadeh, S. (2025) · Journal of Further and Higher Education · doi:10.1080/0309877x.2024.2444440 · Cited by 3
How to close the learning circle? Students’ perspectives on how programmatic assessment influences self-regulated learning in a global online programme
Liu, X., Dolmans, D. H. J. M., Asoodar, M., Li, Z., & Verstegen, D. M. L. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2513008 · Cited by 3
Restructuring Saudi Board in Restorative Dentistry (SBRD) curriculum using CanMEDS competency
Askar, B. A. A., Sweleh, F. S. A., Wasill, E. I. A., & Amin, Z. (2018) · Medical Teacher · doi:10.1080/0142159x.2018.1469740 · Cited by 3
Evaluación del aprendizaje de los estudiantes en los tres primeros cursos del Grado de Medicina de la Universitat de Barcelona
Vidal-Taboada, J. M., Palés-Argullós, J., & Saura, J. (2019) · Educación Médica · doi:10.33588/fem.221.980 · Cited by 3
The Osteopathic Clinical Practice Assessment – a pilot study to develop a new workplace-based assessment tool
Vaughan, B., & Moore, K. M. (2015) · International journal of osteopathic medicine · doi:10.1016/j.ijosm.2015.05.002 · Cited by 3
Lernwelt Hochschule 2030
Stang, R., & Becker, A. (2022) · De Gruyter eBooks · doi:10.1515/9783110729221 · Cited by 3
On the Origins of Perceptions: Student Perceptions of Active Learning and Their Implications for Educational Reform
Istas, K., Paolo, A. M., Berardo, B. A., Bonaminio, G. A., Fontes, J. D., Walling, A. D., Davis, N., Cianciolo, A. T., Englander, R., Koehler, J. L., et al. (2016) · Teaching and Learning in Medicine · doi:10.1080/10401334.2016.1217224 · Cited by 3
Using Continuous Quality-Improvement Techniques to Evaluate and Enhance an Internal Medicine Residency Program's Assessment System
Brateanu, A., Thomascik, J., Koncilja, K., Spencer, A. L., & Colbert, C. Y. (2017) · The American Journal of Medicine · doi:10.1016/j.amjmed.2017.02.007 · Cited by 3
Authentic learning tasks and assessment in Physical Education teacher education
Slingerland, M., & Weeldenburg, G. (2019) · Revista Infancia Educación y Aprendizaje · doi:10.22370/ieya.2019.5.2.1770 · Cited by 3
Practical Application of Assessment Principles in the Development of an Innovative Clinical Performance Evaluation in the Entrustable Professional Activity Era
Askew, K. L., Manthey, D. E., Potisek, N. M., Hu, Y., Goforth, J., McDonough, K., Ford, K., & Hartman, N. D. (2019) · Medical Science Educator · doi:10.1007/s40670-019-00841-y · Cited by 4
Institutional Arrangements and Student Engagement Supporting Post-practicum Interventions
Jackson, D. A., & Orrell, J. (2020) · Professional and practice-based learning · doi:10.1007/978-3-030-48062-2_2 · Cited by 3
Designing Assessment and Feedback to Improve Student Learning and Student Success
Day, I. N. Z., Admiraal, W., & Saab, N. (2021) · Springer eBooks · doi:10.1007/978-3-030-80045-1_11 · Cited by 3
Perceptions of the effectiveness of using patient encounter data as an education and reflection tool in general practice training
Klein, L., Bentley, M., Moad, D., Fielding, A., Tapley, A., van Driel, M., Davey, A., Mundy, B., FitzGerald, K., Taylor, J., et al. (2023) · Journal of Primary Health Care · doi:10.1071/hc22158 · Cited by 3
The complexity of mentoring observed through engagement with programmatic assessment
Han, H., & Ju, A. (2019) · Medical Education · doi:10.1111/medu.13906 · Cited by 3
Unraveling postgraduate communication learning: from transfer to transformative learning
van den Eertwegh, V. (2015) · Research Publications (Maastricht University) · doi:10.26481/dis.20151111ve · Cited by 3
Exploring, measuring or both: considering the differences between qualitative, quantitative and mixed methods research
Cleland, J. (2022) · doi:10.1002/9781119839446.ch1 · Cited by 3
Concept Mapping Plays a Complementary Role in Optimizing the Effectiveness of Interactive Simulations in Medical Student Learning of Bacterial Sepsis Pathophysiology
Traylor, B., Fenner, E., Western, A., Seabold, B., Mool, A., Schmid, J., Johnston, T., Robinson, D., Kambhatla, A., Reddy, P. S., et al. (2025) · Medical Science Educator · doi:10.1007/s40670-025-02348-1 · Cited by 4
Faculty development for undergraduate student programmatic assessment: a Brazilian multi-centered longitudinal study
Flauzino, R. H., Panúncio-Pinto, M. P., Bóllela, V. R., & Troncon, L. E. D. A. (2025) · BMC Medical Education · doi:10.1186/s12909-025-07337-x · Cited by 2
Evaluating internal accreditation quality in medical education: perspectives of students, faculties, and stakeholders at Adama Hospital Medical College, Adama, Ethiopia, 2024
Arero, G., Amdeslasie, F., & Mwesigwa, C. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1552865 · Cited by 3
Introducing entrustable professional activities and competency-based development into workplace-based training within laboratory animal sciences
Tiebosch, I. A., Whitfield, L. E., & Favier, R. P. (2025) · Laboratory Animals · doi:10.1177/00236772251351101 · Cited by 2
Entrustable professional activity–aligned workplace-based assessments in the emergency department: perceptions of emergency medicine residents and assessors
Park, K. H., Oh, Y. T., & Park, J. O. (2025) · Clinical and Experimental Emergency Medicine · doi:10.15441/ceem.24.377 · Cited by 2
Perceptions of academic leaders in low- and middle-income countries about the role of WFME in enhancing the quality of medical education
Kelly, J., Grant, J., Rashid, A., Anwar, S., & Shamim, M. S. (2026) · PLOS Global Public Health · doi:10.1371/journal.pgph.0005811 · Cited by 2
Is AI replacing faculty? Rethinking faculty roles in medical education
Cole, R. (2026) · Medical Education · doi:10.1111/medu.70220 · Cited by 2
With great power comes great responsibility: How narrow conceptions of validity in high‐stakes testing undermine competence
Eva, K. W., & Cummings, B. (2026) · Medical Education · doi:10.1111/medu.70252 · Cited by 3
Mapping artificial intelligence integration in objective structured clinical examinations: A scoping review
León-Ariza, S. A., Orobio, M. C., Ibáñez-Gutiérrez, H. M., García-Serna, J., & Vivas, D. A. (2026) · Medical Teacher · doi:10.1080/0142159x.2026.2685794 · Cited by 3
Assurance by design: embedding the SAGE Defend step in AI-integrated higher education assessment
Elkhodr, M., & Gide, E. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1872630 · Cited by 2
Cotton Candy Feedback: How Feedback Systems Can Undermine the Clinical Growth They Intend to Support
Ebeling, U., & Androni, A. (2026) · The Clinical Teacher · doi:10.1111/tct.70479 · Cited by 2
Validity considerations in programmatic assessment of clinical reasoning
Runyon, C., Zwaan, L., Cuddy, M. M., Olson, A. P. J., & Schaye, V. E. (2026) · Medical Education · doi:10.1111/medu.70308 · Cited by 2
Competency-Based Health Professions Education in Evolution: Challenges and Adaptations After Implementation
Englander, R., Goldhamer, M. E. J., Chen, A. M. H., Oswald, A., Atkinson, A. R., Caretta‐Weyer, H. A., Chan, T. M., Chou, F. C., Dalseg, T. R., Kini, R. G., et al. (2026) · Perspectives on Medical Education · doi:10.5334/pme.2580 · Cited by 2
Performance in practice; exploring trainer and trainee experiences of user-designed formative assessment tools
McEllistrem, B., Barrett, A., & Hanley, K. (2020) · Education for Primary Care · doi:10.1080/14739879.2020.1815085 · Cited by 2
ЗАСТОСУВАННЯ ОБ’ЄКТИВНОГО СТРУКТУРОВАНОГО КЛІНІЧНОГО ІСПИТУ ЯК ЕТАПУ ПРОВЕДЕННЯ АТЕСТАЦІЇ ВИПУСКНИКІВ ДЕРЖАВНОГО ЗАКЛАДУ «ДНІПРОПЕТРОВСЬКА МЕДИЧНА АКАДЕМІЯ МІНІСТЕРСТВА ОХОРОНИ ЗДОРОВ’Я УКРАЇНИ»
Pertseva, T. O., Shponka, I. S., Zakharov, S. V., Ханюков, О. О., & Кравченко, О. І. (2019) · Медична освіта · doi:10.11603/me.2414-5998.2019.3.10122 · Cited by 2
Institutional Culture of Student Empowerment: Redefining the Roles of Students and Technology
Han, H., Mosley, M., Igbokwe, I., & Tischkau, S. A. (2022) · Methods in physiology · doi:10.1007/978-3-030-95633-2_3 · Cited by 2
Validity evidence for the use of a single-point rubric to support interprofessional teaching and learning
Jean, C. R. S., King, S., & Roberts, M. R. (2023) · Journal of Interprofessional Education & Practice · doi:10.1016/j.xjep.2023.100631 · Cited by 5
Strengthening the Implementation of Programmatic Assessment: Shifting the Paradigm to Assessment for Learning as the First Step
Hidayah, R. N., Findyartini, A., Pamungkasari, E. P., & Claramita, M. (2023) · Springer Proceedings in Humanities and Social Sciences · doi:10.1007/978-981-99-4573-3_22 · Cited by 2
Assessments Used for Summative Purposes during Internal Medicine Specialist Training: A Rapid Review
Patterson, S., Shaw, L., Rank, M. M., & Vaughan, B. (2023) · Education Sciences · doi:10.3390/educsci13101057 · Cited by 2
Lessons Learnt from Online Teaching and Beyond: What now? Three Countries Speak
Steyn, R., Slyke, C. V., Dick, G. N., Rodríguez-Abitia, G., & Twinomurinzi, H. (2023) · Communications of the Association for Information Systems · doi:10.17705/1cais.05329 · Cited by 2
Implicit versus explicit first impressions in performance-based assessment: will raters overcome their first impressions when learner performance changes?
Wood, T. J., Daniels, V. J., Pugh, D., Touchie, C., Halman, S., & Humphrey-Murto, S. M. (2023) · Advances in Health Sciences Education · doi:10.1007/s10459-023-10302-2 · Cited by 2
A novel model for curriculum design: Preparation, planning, prototyping, and piloting
Senior, A., Starchuk, C., Gaudet‐Amigo, G., Green, J. L., Patterson, S. K., & Perez, A. J. (2024) · European Journal Of Dental Education · doi:10.1111/eje.13004 · Cited by 2
Assessment practices for dietetic students: An updated systematic review (2017–2024)
Jamieson, J., Palermo, C. E., Hay, M., & Gibson, S. (2025) · Nutrition & Dietetics · doi:10.1111/1747-0080.70001 · Cited by 2
Navigating the discomfort dilemma in work-based assessment
Eppich, W., & Bearman, M. (2025) · Medical Teacher · doi:10.1080/0142159x.2025.2570809 · Cited by 2
Evaluation of a novel scoring and grading model for VP-based exams in postgraduate nurse education
Forsberg, E., Ziegert, K., Hult, H., & Fors, U. (2015) · Nurse Education Today · doi:10.1016/j.nedt.2015.04.005 · Cited by 2
Nursing Students’ Perceptions of Anecdotal Notes as Formative Feedback
Quance, M. A. (2016) · International Journal of Nursing Education Scholarship · doi:10.1515/ijnes-2015-0053 · Cited by 2
Embedding ePortfolios in a Postgraduate Medical Sonography Program
Parange, N. (2016) · Springer eBooks · doi:10.1007/978-981-10-1732-2_9 · Cited by 2
Evaluating the strength of evidence in research and education: The theory of anchored narratives
Leppink, J. (2017) · Journal of Taibah University Medical Sciences · doi:10.1016/j.jtumed.2017.01.002 · Cited by 2
Stakeholders’ perceptions on competency and assessment program of entry-level pharmacists in developing countries
Asante, I. K., Andoh, I., Muijtjens, A. M. M., & Donkers, J. H. H. L. M. (2017) · Currents in Pharmacy Teaching and Learning · doi:10.1016/j.cptl.2017.02.007 · Cited by 2
e‐Portfolios for Learning and Assessment in Medical Education
Kim, K. (2014) · Korean Medical Education Review · doi:10.17496/kmer.2014.16.1.007 · Cited by 2
Aligning Pathology Assessment in a Learner-Cantered Undergraduate Medical Curriculum
Doshi, N. (2017) · Biomedical Journal of Scientific & Technical Research · doi:10.26717/bjstr.2017.01.000435 · Cited by 2
Competency assessment of an undergraduate program using a third-party, objective pre-post examination
Fulton, L. V., Lieneck, C., Ramamonjiarivelo, Z. H., Kruse, C. S., & Brooks, M. (2021) · BMC Medical Education · doi:10.1186/s12909-020-02448-z · Cited by 2
Grappling With Professionalism: A Developmental Approach to a Dynamic Concept
Nesbit, K. C., & Fitzsimmons, A. (2021) · Journal of Physical Therapy Education · doi:10.1097/jte.0000000000000174 · Cited by 2
Development of a Longitudinal Curricular Evaluation Framework for Intra- and Interprofessional Teamwork
Jones, T. A., Stilp, C. C., Driessnack, M., Austin, J. P., Tucker, C. R., Tonning, K. L., Bearden, D. T., Taylor, C., Brown, L. B., & Carney, P. A. (2021) · Journal of Research in Interprofessional Practice and Education · doi:10.22230/jripe.2021v11n1a325 · Cited by 2
Examining the Relationship Between Monitoring Learner Progress and Course Learning Outcomes Achievement
Elaraby, S., & Hassan, M. H. (2021) · Journal of Ecophysiology and Occupational Health · doi:10.18311/jeoh/2021/28339 · Cited by 2
Approaches to Assessment: A Perspective from Education
Dawson, P., & McHenry, C. R. (2022) · Springer eBooks · doi:10.1007/978-981-13-6106-7_74-1 · Cited by 2
A Philosophical Discussion of the Support of Self-Regulated Learning in Medical Education: The Treasure Hunt Approach Versus the (Dutch) “Dropping” Approach
van der Gulden, R., Veen, M., & Thoonen, B. P. A. (2023) · Teaching and Learning in Medicine · doi:10.1080/10401334.2023.2187810 · Cited by 2
An Equitable Approach to Academic Integrity Through Alternative Assessment
Elkhoury, E. (2023) · Springer eBooks · doi:10.1007/978-981-287-079-7_135-1 · Cited by 3
Exploring how a patient encounter tracking and learning tool is used within general practice training: a qualitative study
Bentley, M., Taylor, J., Fielding, A., Davey, A., Moad, D., van Driel, M., Magin, P. J., & Klein, L. (2023) · Journal of Primary Health Care · doi:10.1071/hc23082 · Cited by 2
Creative Solutions for a Condensed Anatomy Course
DeVaul, N., Carroll, M. A., & Brown, K. (2024) · The Journal of Physician Assistant Education · doi:10.1097/jpa.0000000000000604 · Cited by 2
Towards a flexible and personalised development of veterinarians and veterinary nurses working in a companion animal referral care setting
Favier, R. P., Proot, J., Matiasovic, M., Roos, A., Knaake, F., der Lee, A. J., den Toom, M. L., Paes, G., van Oostrom, H., Verstappen, F., et al. (2024) · Veterinary Medicine and Science · doi:10.1002/vms3.1518 · Cited by 2
Rapid Implementation of a Novel Embedded Senior Medical Student Program, as a Response to the Educational Challenges of COVID-19
May, J., Grotowski, M., Walker, T., & Kelly, B. J. (2021) · International Journal of Practice-based Learning in Health and Social Care · doi:10.18552/ijpblhsc.v9i2.736 · Cited by 2
Développement et mise à l’essai du Guide de rétroaction francophone pour l’observation directe des résidents en médecine familiale au Canada
Lacasse, M., Renaud, J., Côté, L., Lafleur, A., Codsi, M., Dove, M., Pélissier-Simard, L., Pitre, L., & Rheault, C. (2021) · Canadian Medical Education Journal · doi:10.36834/cmej.72587 · Cited by 2
Competence Training for Pharmacy
Atkinson, J. (2017) · MDPI eBooks · doi:10.3390/books978-3-03842-481-9 · Cited by 2
The future of internal medicine: a new curriculum for 2019
Cookson, J., Miller, A., & Fleet, Z. (2018) · British Journal of Hospital Medicine · doi:10.12968/hmed.2018.79.5.298 · Cited by 2
Validation of Game scenarios for the assessment of professional competence: Development of a serious game for system managers in training
Hummel, H. G. K., Nadolski, R. J., Brinke, D. J.-T., & Baartman, L. K. J. (2014) · DSpace (Open University in the Netherlands) · Cited by 2
Self-citation
Towards skilled doctor-patient communication
Giroldi, E. (2016) · doi:10.26481/dis.20161207eg · Cited by 2
Perceptions of cost categories and benefits of implementing Future Education Model in dietetics
Millikan, J. (2020) · doi:10.31274/etd-20210114-94 · Cited by 2
Designing Surgical Education Programs
Choi, J. N., & Stefanidis, D. (2019) · Innovation and change in professional education · doi:10.1007/978-981-13-3128-2_14 · Cited by 1

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)
ORCID: Schuwirth, L. W. T.
Driessen, E. W.
Tigelaar, D.
Baartman, L. K. J.
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
DOI: 10.3109/0142159x.2012.652239
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

A model for programmatic assessment fit for purpose.

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks