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The assessment of professional competence: Developments, research and practical implications
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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Ensuring the Clinical Competence of Medical School Graduates Through Standardized Patients
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The influence of progress tests and block tests on study behaviour
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Measuring educational achievement
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Tips for improving testing and grading
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COMPREHENSIVE ASSESSMENT OF FINAL-YEAR MEDICAL STUDENT PERFORMANCE BASED ON UNDERGRADUATE PROGRAMME OBJECTIVES
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Report card from McMaster: student evaluation at a problem-based medical school
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How can we test clinical reasoning?
inferredcites →https://doi.org/10.1037/0003-066x.37.8.911openalex-snapshot
The validity of licensure examinations.
inferredcites →https://doi.org/10.1037/0003-066x.39.3.193openalex-snapshot
The real test bias: Influences of testing on teaching and learning.
inferredcites →https://doi.org/10.1037/0033-295x.96.2.341openalex-snapshot
Relation of implicit theories to the construction of personal histories.
inferredcites →https://doi.org/10.1080/0260293870120307openalex-snapshot
ASSESSMENT OF CLINICAL COMPETENCE: WRITTEN AND COMPUTER‐BASED SIMULATIONS
inferredcites →https://doi.org/10.1080/0260293890140103openalex-snapshot
THE ROLE OF SELF‐ASSESSMENT IN STUDENT GRADING
inferredcites →https://doi.org/10.1080/0260293940190101openalex-snapshot
General Issues about Assessment of Competence
inferredcites →https://doi.org/10.1080/10401338909539410openalex-snapshot
Reliability and construct validity of some cognitive measures of clinical reasoning
inferredcites →https://doi.org/10.1080/10401339009539432openalex-snapshot
Assessment of clinical skills with standardized patients: State of the art
inferredcites →https://doi.org/10.1080/10401339309539601openalex-snapshot
Extended‐matching items: A practical alternative to free‐response questions
inferredcites →https://doi.org/10.1080/10401339409539675openalex-snapshot
Exploratory study of an examination format for problem‐based learning
inferredcites →https://doi.org/10.1080/10401339409539680openalex-snapshot
Guidelines for assessing clinical competence
inferredcites →https://doi.org/10.1080/10401339509539709openalex-snapshot
Reliability of the fellowship examination of the royal Australian college of general practitioners
inferredcites →https://doi.org/10.1080/10401339609539799openalex-snapshot
Conceptual and methodological issues in studies comparing assessment formats
inferredcites →https://doi.org/10.1097/00000542-197809000-00021openalex-snapshot
Validity of Written Examinations
inferredcites →https://doi.org/10.1097/00001888-197712000-00007openalex-snapshot
The portable patient problem pack
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Experience with the simulated patient-physician encounter
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Performance on PMPs and performance in practice
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How medical school faculty regard educational research and make pedagogical decisions
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The quarterly profile examination
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A cognitive perspective on medical expertise
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A review of the validity and accuracy of self-assessments in health professions training
inferredcites →https://doi.org/10.1097/00001888-199302000-00022openalex-snapshot
Perspectives in assessment
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Guidelines for estimating the real cost of an objective structured clinical examination
inferredcites →https://doi.org/10.1097/00001888-199310000-00028openalex-snapshot
An objective structured clinical examination for the licentiate of the Medical Council of Canada
inferredcites →https://doi.org/10.1097/00001888-199504000-00010openalex-snapshot
Content validation of key features on a national examination of clinical decision-making skills
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The Relationships of Pediatric Resident Recording Behavior Across Medical Conditions
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Assessment of problem‐solving ability
inferredcites →https://doi.org/10.1111/j.1365-2923.1979.tb00918.xopenalex-snapshot
Assessment of clinical competence using an objective structured clinical examination (OSCE)
inferredcites →https://doi.org/10.1111/j.1365-2923.1979.tb01511.xopenalex-snapshot
A comparison of multiple‐choice tests and free‐response tests in examinations of clinical competence
inferredcites →https://doi.org/10.1111/j.1365-2923.1981.tb02311.xopenalex-snapshot
A comparison of behaviour on simulated patients and patient management problems
inferredcites →https://doi.org/10.1111/j.1365-2923.1982.tb01073.xopenalex-snapshot
Patient management problems Issues of validity
inferredcites →https://doi.org/10.1111/j.1365-2923.1983.tb00657.xopenalex-snapshot
The effect of assessments and examinations on the learning of medical students
inferredcites →https://doi.org/10.1111/j.1365-2923.1985.tb01314.xopenalex-snapshot
Reliability, validity and efficiency of multiple choice question and patient management problem item formats in assessment of clinical competence
inferredcites →https://doi.org/10.1111/j.1365-2923.1987.tb00367.xopenalex-snapshot
Factors underlying performance on written tests of knowledge
inferredcites →https://doi.org/10.1111/j.1365-2923.1987.tb00693.xopenalex-snapshot
Validation of a new measure of clinical problem‐solving
inferredcites →https://doi.org/10.1111/j.1365-2923.1989.tb00819.xopenalex-snapshot
A written test as an alternative to performance testing
inferredcites →https://doi.org/10.1111/j.1365-2923.1991.tb00036.xopenalex-snapshot
Pitfalls in the pursuit of objectivity: issues of reliability
inferredcites →https://doi.org/10.1111/j.1365-2923.1991.tb00037.xopenalex-snapshot
Pitfalls in the pursuit of objectivity: issues of validity, efficiency and acceptability
inferredcites →https://doi.org/10.1111/j.1365-2923.1991.tb00055.xopenalex-snapshot
Reliability and feasibility of measuring medical interviewing skills: the revised Maastricht History‐Taking and Advice Checklist
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SIMULATION TECHNIQUE IN THE MEASUREMENT OF PROBLEM‐SOLVING SKILLS1
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Sampling Variability of Performance Assessments
inferredcites →https://doi.org/10.1111/j.1745-3984.1994.tb00437.xopenalex-snapshot
Are Tests Comprising Both Multiple‐Choice and Free‐Response Items Necessarily Less Unidimensional Than Multiple‐Choice Tests?An Analysis of Two Tests
inferredcites →https://doi.org/10.1111/j.1745-3992.1983.tb00688.xopenalex-snapshot
The Practical Validation of Tests of Ability
inferredcites →https://doi.org/10.1136/bmj.303.6814.1377openalex-snapshot
Does competence of general practitioners predict their performance? Comparison between examination setting and actual practice.
inferredcites →https://doi.org/10.1177/014662168200600101openalex-snapshot
A Comparison of Free-Response and Multiple-Choice Forms of Verbal Aptitude Tests
inferredcites →https://doi.org/10.1177/016327878600900302openalex-snapshot
An Evaluation of a Computer Simulation in the Assessment of Physician Competence
inferredcites →https://doi.org/10.1207/s15327876mp0203_1openalex-snapshot
Generalizability of Job Performance Measurements: Marine Corps Rifleman
inferredcites →https://doi.org/10.2307/1175572openalex-snapshot
Essentials of Educational Measurement
inferredcites →https://doi.org/10.2307/1177222openalex-snapshot
Use of Standardized Patients in Clinical Assessments: Recent Developments and Measurement Findings
inferredcites →https://doi.org/10.2307/1319386openalex-snapshot
Tips for Improving Testing and Grading
inferredcites →https://doi.org/10.3102/0013189x020007002openalex-snapshot
Psychometricians’ Beliefs About Learning
inferredcites →https://doi.org/10.3102/0013189x024005005openalex-snapshot
Performance-Based Assessment: Lessons From the Health Professions
inferredcites →https://doi.org/10.3102/00346543064002253openalex-snapshot
Knowledge Taught in School: What Is Remembered?
inferredcites →https://doi.org/10.3102/01623737015001001openalex-snapshot
Educational Assessment: Expanded Expectations and Challenges
inferredcites →https://doi.org/10.3109/01421597909019397openalex-snapshot
Against Multiple Choice Questions
inferredcites →https://doi.org/10.3109/01421599609034142openalex-snapshot
Fifteen years of experience with progress testing in a problem-based learning curriculum
inferredcites →https://doi.org/10.4159/harvard.9780674189089openalex-snapshot
Medical Problem Solving: An Analysis of Clinical Reasoning
inferredcites →https://doi.org/10.4324/9780203050460-8openalex-snapshot
Styles of Learning and Teaching 31
inferredcites →https://doi.org/10.4324/9781315042039openalex-snapshot
The Challenge of Problem-based Learning
inferredcites →https://doi.org/10.4324/9781315067506openalex-snapshot
Styles of Learning and Teaching
inferredcites →https://doi.org/10.7326/0003-4819-102-4-569_2openalex-snapshot
Assessing Clinical Competence.
inferredcites →https://doi.org/10.7326/0003-4819-110-9-719openalex-snapshot
Predictive Validity of Certification by the American Board of Internal Medicine
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Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Identification‐Based Multiple‐Choice Assessments in Anatomy can be as Reliable and Challenging as Their Free‐Response Equivalents
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Tablet‐assisted objective structured spotter practical examination (TOSSPE): Advantages of an innovative anatomy spotter examination method for medical student assessment
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The Anatomy Competence Score—A new marker for anatomical ability
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Prescribing competence: The pros and cons of different methods for assessment
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Systematic review of live surgical demonstrations and their effectiveness on training
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The Utility of Anatomy Assessment in Preclinical Undergraduate Medical Curricula: A Scoping Review
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Assessing Anatomy as a Basic Medical Science
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Increased authenticity in practical assessment using emergency case OSCE stations
inferred← citeshttps://doi.org/10.1007/s10459-009-9197-8openalex-snapshot
Are multiple choice tests fair to medical students with specific learning disabilities?
inferred← citeshttps://doi.org/10.1007/s10459-009-9205-zopenalex-snapshot
A new framework for designing programmes of assessment
inferred← citeshttps://doi.org/10.1007/s10459-010-9226-7openalex-snapshot
The reliability of in-training assessment when performance improvement is taken into account
inferred← citeshttps://doi.org/10.1007/s10459-010-9232-9openalex-snapshot
The mechanism of impact of summative assessment on medical students’ learning
inferred← citeshttps://doi.org/10.1007/s10459-010-9235-6openalex-snapshot
In-training assessment using direct observation of single-patient encounters: a literature review
inferred← citeshttps://doi.org/10.1007/s10459-010-9240-9openalex-snapshot
Clinical observed performance evaluation: a prospective study in final year students of surgery
inferred← citeshttps://doi.org/10.1007/s10459-011-9275-6openalex-snapshot
Assessment of multiple physician competencies in postgraduate training: utility of the structured oral examination
inferred← citeshttps://doi.org/10.1007/s10459-011-9312-5openalex-snapshot
Learning physical examination skills outside timetabled training sessions: what happens and why?
inferred← citeshttps://doi.org/10.1007/s10459-012-9410-zopenalex-snapshot
A critical evaluation of the validity and the reliability of global competency constructs for supervisor assessment of junior medical trainees
inferred← citeshttps://doi.org/10.1007/s10459-013-9444-xopenalex-snapshot
An argument-based approach to the validation of UHTRUST: can we measure how recent graduates can be trusted with unfamiliar tasks?
inferred← citeshttps://doi.org/10.1007/s10459-014-9521-9openalex-snapshot
Cutting for a career; a discussion of the domains of surgical competence using expert bespoke tailoring as a metaphor for surgical practice
inferred← citeshttps://doi.org/10.1007/s10459-015-9653-6openalex-snapshot
Towards a program of assessment for health professionals: from training into practice
inferred← citeshttps://doi.org/10.1007/s10459-015-9655-4openalex-snapshot
In the minds of OSCE examiners: uncovering hidden assumptions
inferred← citeshttps://doi.org/10.1007/s10459-016-9665-xopenalex-snapshot
Exploring examiner judgement of professional competence in rater based assessment
inferred← citeshttps://doi.org/10.1007/s10459-018-9830-5openalex-snapshot
The key-features approach to assess clinical decisions: validity evidence to date
inferred← citeshttps://doi.org/10.1007/s10459-020-09960-3openalex-snapshot
Clinical assessors’ working conceptualisations of undergraduate consultation skills: a framework analysis of how assessors make expert judgements in practice
inferred← citeshttps://doi.org/10.1007/s10459-020-10003-0openalex-snapshot
A history of assessment in medical education
inferred← citeshttps://doi.org/10.1007/s10459-021-10050-1openalex-snapshot
A philosophical history of programmatic assessment: tracing shifting configurations
inferred← citeshttps://doi.org/10.1007/s10459-022-10203-wopenalex-snapshot
On the use and abuse of metaphors in assessment
inferred← citeshttps://doi.org/10.1007/s10459-025-10444-5openalex-snapshot
An evaluation of programmatic assessment across health professions education using contribution analysis
inferred← citeshttps://doi.org/10.1007/s10459-026-10542-yopenalex-snapshot
The line we draw: shifting epistemic regimes of standard setting in health professions education
inferred← citeshttps://doi.org/10.1007/s11136-025-03893-3openalex-snapshot
Patient-reported outcome measures (PROMs) used among liver transplant recipients: a systematic review and methodological quality appraisal
inferred← citeshttps://doi.org/10.1007/s11296-007-0060-2openalex-snapshot
Proceedings of the XVI European meeting of trainees in obstetrics and gynaecology
inferred← citeshttps://doi.org/10.1007/s11606-010-1458-yopenalex-snapshot
Assessing the Quality of Clinical Teachers
inferred← citeshttps://doi.org/10.1007/s11606-025-09677-2openalex-snapshot
Introducing a Comprehensive Framework for Competency-based Procedure Training
inferred← citeshttps://doi.org/10.1007/s11606-026-10309-6openalex-snapshot
Assessing Internist Competency in Point-of-Care Ultrasound Using the Entrustable Professional Activity Framework
inferred← citeshttps://doi.org/10.1007/s11845-010-0669-xopenalex-snapshot
A practical guide to using the World Federation for Medical Education Standards. WFME 3: assessment of students
inferred← citeshttps://doi.org/10.1007/s11845-014-1069-4openalex-snapshot
Education, learning and assessment: current trends and best practice for medical educators
inferred← citeshttps://doi.org/10.1007/s11845-026-04431-xopenalex-snapshot
The assessment of clinical competence in medical students during the COVID-19 pandemic: a scoping review
inferred← citeshttps://doi.org/10.1007/s11858-016-0772-1openalex-snapshot
Measuring mathematics teachers’ professional competence by using video clips (COACTIV video)
inferred← citeshttps://doi.org/10.1007/s12507-010-0002-8openalex-snapshot
Research in medical education: practical impact on medical training and future challenges
inferred← citeshttps://doi.org/10.1007/s12507-010-0127-9openalex-snapshot
Achtergronden bij de Richtlijn interpretatie en gebruik van toetsresultaten in het portfolio
inferred← citeshttps://doi.org/10.1007/s12507-011-0025-9openalex-snapshot
Open-book tests assessed: quality, learning behaviour test time and performance
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Review article: New directions in medical education related to anesthesiology and perioperative medicine
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Eine Machbarkeitsstudie zur Operationalisierung aktionsbezogener Kompetenz von Mathematiklehrkräften mit videobasierten Maßen
inferred← citeshttps://doi.org/10.1007/s13312-013-0164-3openalex-snapshot
Workplace-based assessment: A step to promote competency based postgraduate training
inferred← citeshttps://doi.org/10.1007/s13312-014-0521-xopenalex-snapshot
Teaching and assessing professionalism in the Indian context
inferred← citeshttps://doi.org/10.1007/s13312-023-2856-1openalex-snapshot
Understanding Clinical Competence: Understanding Student Assessment
inferred← citeshttps://doi.org/10.1007/s13312-024-3135-yopenalex-snapshot
Skill or Competency: What Should we be Assessing?
inferred← citeshttps://doi.org/10.1007/s40037-013-0063-2openalex-snapshot
An exploratory study into the impact and acceptability of formatively used progress testing in postgraduate obstetrics and gynaecology
inferred← citeshttps://doi.org/10.1007/s40037-013-0078-8openalex-snapshot
Observations of evidence-based medicine in general practice
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User reception of a simple online multisource feedback tool for residents
inferred← citeshttps://doi.org/10.1007/s40037-016-0295-zopenalex-snapshot
On the issue of costs in programmatic assessment
inferred← citeshttps://doi.org/10.1007/s40037-018-0480-3openalex-snapshot
Students as stakeholders in assessment: how students perceive the value of an assessment
inferred← citeshttps://doi.org/10.1007/s40037-018-0491-0openalex-snapshot
Development and validation of a health profession education-focused scholarly mentorship assessment tool
inferred← citeshttps://doi.org/10.1007/s40037-019-0500-yopenalex-snapshot
Identifying the narrative used by educators in articulating judgement of performance
inferred← citeshttps://doi.org/10.1007/s40037-020-00571-7openalex-snapshot
Student perspectives on competency-based portfolios: Does a portfolio reflect their competence development?
inferred← citeshttps://doi.org/10.1007/s40670-018-0605-7openalex-snapshot
Resident and Faculty Attitudes Toward the Dutch Radiology Progress Test as It Transitions from a Formative to a Summative Measure of Licensure Eligibility
inferred← citeshttps://doi.org/10.1007/s40670-020-01041-9openalex-snapshot
The Flipped Classroom and Simulation: a Primer for Simulation Educators
inferred← citeshttps://doi.org/10.1007/s40670-021-01421-9openalex-snapshot
Tutor–Student Partnership in Practice OSCE to Enhance Medical Education
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The Master Adaptive Learner Behavioral Assessment Scale (MAL BAS): Development, Validity Evidence, Feasibility, and Acceptability of a New Instrument
inferred← citeshttps://doi.org/10.1016/b978-3-437-21027-3.00001-6openalex-snapshot
Allgemeiner Teil: Grundlagen und Werte der kompetenzbasierten Weiterbildung
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Assessing and Managing the Social Determinants of Health: Defining an Entrustable Professional Activity to Assess Residents' Ability to Meet Societal Needs
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The Pediatrics Milestones: Pursuit of a National System of Workplace-Based Assessment Through Key Stakeholder Collaboration
inferred← citeshttps://doi.org/10.1016/j.acap.2014.06.003openalex-snapshot
Optimizing Clinical Competency Committee Work Through Taking Advantage of Overlap Across Milestones
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Pediatric Hospitalists’ Performance and Perceptions of Script Concordance Testing for Self-Assessment
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Validity in Question: Is Pharmacy Educational Research Meeting the Standards?
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Testing by Talking: Rethinking Oral Examinations
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Direct Observation of Residents: A Model for an Assessment System
inferred← citeshttps://doi.org/10.1016/j.amjmed.2018.03.033openalex-snapshot
'A Man Walks Into a Bar': Riddles in the Teaching of Medicine
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One surgeon's philosophy of surgical education
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Observational tools for assessment of procedural skills: a systematic review
inferred← citeshttps://doi.org/10.1016/j.amjsurg.2013.08.024openalex-snapshot
Validity and reliability of a novel written examination to assess knowledge and clinical decision making skills of medical students on the surgery clerkship
inferred← citeshttps://doi.org/10.1016/j.amjsurg.2015.03.035openalex-snapshot
The use of an essay examination in evaluating medical students during the surgical clerkship
inferred← citeshttps://doi.org/10.1016/j.aprim.2009.10.003openalex-snapshot
Necesidad de evaluar la competencia profesional con instrumentos validados
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Development and Pilot Testing of an Assessment Tool for Performance of Invasive Mediastinal Staging
inferred← citeshttps://doi.org/10.1016/j.athoracsur.2019.09.052openalex-snapshot
Development and Pilot Testing of an Assessment Tool for Performance of Anatomic Lung Resection
inferred← citeshttps://doi.org/10.1016/j.bas.2024.104140openalex-snapshot
Patients’ experience of care index: A new, reliable, and useful questionnaire in lumbar spine surgery
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Competency-based assessment tools for regional anaesthesia: a narrative review
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The role of simulation in high-stakes assessment
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The assessment of professional competence: building blocks for theory development
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Evaluating the utility of workplace-based assessment tools for speciality training
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Objective Structured Assessment of Technical Skill in assessing technical competence to carry out caesarean section with increasing seniority
inferred← citeshttps://doi.org/10.1016/j.clon.2011.07.002openalex-snapshot
The Role of the Final FRCR Examination in Specialist Training in Clinical Oncology
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Pilot of peer assessment within experiential teaching and learning
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Inter-rater reliability and false confidence in precision: Using standard error of measurement within PharmD admissions essay rubric development
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Measuring rater judgment within learning assessments—Part 1: Why the number of categories matters in a rating scale
inferred← citeshttps://doi.org/10.1016/j.cptl.2015.06.022openalex-snapshot
Measuring rater judgments within learning assessments—Part 2: A mixed approach to creating rubrics
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A Teachable Moment Matters for: Striving for inter-rater reliability with a patient counseling assessment rubric: Lessons learned
inferred← citeshttps://doi.org/10.1016/j.crad.2010.12.005openalex-snapshot
The FRCR 2B examination: a survey of candidate perceptions and experiences
inferred← citeshttps://doi.org/10.1016/j.crad.2011.05.017openalex-snapshot
Re: The FRCR 2B examination: a survey of candidate perceptions and experiences
inferred← citeshttps://doi.org/10.1016/j.crad.2012.10.010openalex-snapshot
The FRCR 2B oral examination: Is it reliable?
inferred← citeshttps://doi.org/10.1016/j.crad.2014.01.014openalex-snapshot
Are radiologists the contemporary anatomists?
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Interprofessional education: implications and development for medical education
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Implementación de actividades profesionales confiables en la evaluación clínica de prótesis removible
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Exam blueprinting as a tool to overcome principal validity threats: A scoping review
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General considerations regarding assessment of professional behaviour
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