Programmatic assessment: From assessment of learning to assessment for learning.
about
Mobile Learning in Medical Education: ReviewDesire and reality--teaching and assessing communicative competencies in undergraduate medical education in German-speaking Europe--a survey.Guidelines: the do's, don'ts and don't knows of feedback for clinical education.Should essays and other "open-ended"-type questions retain a place in written summative assessment in clinical medicine?Development of the competency-based medical curriculum for the new Augsburg University Medical SchoolA Call for an Integrated Program of Assessment.A generalizability theory study of athletic taping using the Technical Skill Assessment Instrument.Validity and reliability of the Standardized Orthopedic Assessment Tool (SOAT): a variation of the traditional objective structured clinical examination.Recommendations of the German Society for Medical Education and the German Association of Medical Faculties regarding university-specific assessments during the study of human, dental and veterinary medicine.Criterion validity of a competency-based assessment center in medical education--a 4-year follow-up study.Expert validation of fit-for-purpose guidelines for designing programmes of assessment.The reliability and validity of a portfolio designed as a programmatic assessment of performance in an integrated clinical placement.Students' perceptions of anatomy across the undergraduate problem-based learning medical curriculum: a phenomenographical study.Comprehensive feedback on trainee surgeons' non-technical skillsTheory in practice instead of theory versus practice--curricular design for task-based learning within a competency oriented curriculum.Multiple tutorial-based assessments: a generalizability studyThe evolution of cognitive load theory and its application to medical education.Assessing medical student empathy in a family medicine clinical test: validity of the CARE measure.Construct validation of judgement-based assessments of medical trainees' competency in the workplace using a "Kanesian" approach to validation.Defining and Assessing the 21st-Century Physician in Training.Selection into medical school: from tools to domains.Certainty rating in pre-and post-tests of study modules in an online clinical pharmacy course - A pilot study to evaluate teaching and learning.Feedback in the nonshifting context of the midwifery clinical education in Indonesia: A mixed methods study.Changing the culture of assessment: the dominance of the summative assessment paradigm.An exploratory study into the impact and acceptability of formatively used progress testing in postgraduate obstetrics and gynaecologyA Mixed-Methods Analysis in Assessing Students' Professional Development by Applying an Assessment for Learning ApproachProgrammatic assessment of competency-based workplace learning: when theory meets practice.Programmatic assessment and Kane's validity perspective.Exploring assessment factors contributing to students' study strategies: literature review.Understanding trust as an essential element of trainee supervision and learning in the workplace.Realizing the promise and importance of performance-based assessment.A systematic review of validity evidence for checklists versus global rating scales in simulation-based assessment.Test of integrated professional skills: objective structured clinical examination/simulation hybrid assessment of obstetrics-gynecology residents' skill integration.Designing Assessment Programmes for the Model Curriculum for Emergency Medicine Specialists.Twelve tips for medical curriculum design from a cognitive load theory perspective.Radiation oncology directors of training survey 2016: Perspectives and challenges.Trends in national licensing examinations in medicine.Integrated and implicit: how residents learn CanMEDS roles by participating in practice.Design of a clinical competency committee to maximize formative feedback.Applying learning theories and instructional design models for effective instruction.
P2860
Q26767507-FE0844F6-82E6-4C87-8287-F658AB475555Q27334293-3C8D2A7B-D81F-4C39-A8D3-1E26D88E8C40Q27335840-9824DAFD-4997-4481-9BEE-26A5F1F3A2E3Q30611208-6F1E3939-CA0A-447A-887F-55656E2BBC10Q33743807-19DC5ECB-9291-443C-8E1A-52D8727BE347Q33791085-F7F0D9DE-EC6C-4547-BEF5-F429E6AEE756Q33841293-BC7CB535-28DB-4065-A7F5-778647935DE6Q33841303-DEFEFC40-1314-410B-9CE2-E869DDF025BBQ34125641-9107672F-FD50-4C64-A9CB-D215DFF776E0Q34178260-19438555-6937-40E5-A947-43CB92CC2076Q34236201-D09DC113-AE10-4790-A37B-AA5DBF16DD9AQ34278530-5265455D-0153-4D17-B45A-0885E93244F5Q34477677-E04D9596-FE0D-4B31-84BE-A0D9EE527B31Q35014127-4BA11933-BEBC-4046-A2CD-3595451BCA8DQ35089683-43D59C42-2E9C-4752-9B21-AC86800DF331Q35094393-B5D6A710-B047-4270-9323-3B21EC47255EQ35685620-4C7B40DA-70D6-46FB-ABC2-DB0EBA228B4DQ35830659-3FE0BC3A-A21A-4DDE-A111-786240B2CDA1Q35881180-DC62AF00-CF52-4C15-8FBD-DE435B1A444EQ35963541-074484DE-61F3-4FFE-81CD-92B8709E1689Q36156976-70DEA346-FA86-4852-B1B9-D3291DB6057CQ36164120-ED283CF5-296C-40CD-A281-EE846ABE1C1CQ36279468-2FC95B41-6BCF-4E43-A11E-394CF59273F2Q36358496-3464DB57-3C2B-42A7-82D0-6547A9E90167Q37043140-E05C706C-8B14-48D0-B215-0985E45038DCQ37078133-78E54812-0EA8-4443-B66E-2AD422E74B39Q37364022-DCDAC94E-5AD4-4C61-94C1-C917917CD893Q37965779-6BBB5B26-7F04-4C61-B11C-F5D187EC3DBDQ37992665-00C31A9D-04BA-43C5-8EDE-BAC28AE7C4B5Q38124707-539104E8-824A-4B81-B2EA-BC15DB42A05BQ38163619-8FE16B11-3B35-4CD0-AD82-D256757F5766Q38334496-9F9737D7-09E6-470F-A140-4124D58EB88AQ38441688-EA3D9249-B247-49F0-A45C-4E7D48016111Q38516612-AC134EE5-5722-4538-81C1-E8B58629BA16Q38560670-0FA4E81A-26CF-4620-AF4B-E42C2142DD3CQ38664661-04BAB703-0696-4DE4-96C0-E631CB1027A2Q38676586-370D083B-D0B6-492D-A103-B6AC33FC65DFQ38686163-69EC0A20-997C-4E9E-9F78-8FA789581423Q38781589-EFF87FB2-4681-4ADC-BD92-CE35FE98399BQ38805894-52DC50D2-3AF2-4B18-A12C-4C40EC109214
P2860
Programmatic assessment: From assessment of learning to assessment for learning.
description
2011 nî lūn-bûn
@nan
2011年の論文
@ja
2011年学术文章
@wuu
2011年学术文章
@zh
2011年学术文章
@zh-cn
2011年学术文章
@zh-hans
2011年学术文章
@zh-my
2011年学术文章
@zh-sg
2011年學術文章
@yue
2011年學術文章
@zh-hant
name
Programmatic assessment: From assessment of learning to assessment for learning.
@en
Programmatic assessment: From assessment of learning to assessment for learning.
@nl
type
label
Programmatic assessment: From assessment of learning to assessment for learning.
@en
Programmatic assessment: From assessment of learning to assessment for learning.
@nl
prefLabel
Programmatic assessment: From assessment of learning to assessment for learning.
@en
Programmatic assessment: From assessment of learning to assessment for learning.
@nl
P2860
P1433
P1476
Programmatic assessment: From assessment of learning to assessment for learning.
@en
P2093
Cees P M Van der Vleuten
Lambert W T Schuwirth
P2860
P304
P356
10.3109/0142159X.2011.565828
P577
2011-01-01T00:00:00Z