Assessment

Publications by CHES Members on Assessment:

• Understanding the Factors that Affect the Assessment of Student Performance in Pharmacy Practicums

  Pelletier T, Liang J, Siemens R, Yeung J. Understanding the Factors that Affect the Assessment of Student Performance in Pharmacy Practicums. American Journal of Pharmaceutical Education. 2024 Feb 1;88(2):100639.

• Updated data on test accommodations on the Medical Council of Canada Qualifying Exam Part I, 2013-2021

  Clarke QK, Hanes JE. Updated data on test accommodations on the Medical Council of Canada Qualifying Exam Part I, 2013-2021. Canadian Medical Education Journal. 2023 Nov;14(5):154.

• Prevalence of test accommodations for the Medical Council of Canada Qualifying Exam Part I, 2013-2021

  Clarke QK, Hanes J. Prevalence of test accommodations for the Medical Council of Canada Qualifying Exam Part I, 2013-2021. Can Med Ed J. 2023 May 30.

• Measuring competence in social work: a tribute to the contributions of Marion Bogo

  Regehr C, Regehr G, Shlonsky A. Measuring Competence in Social Work: A Tribute to the Contributions of Marion Bogo. Journal of Social Work Education. 2023 Jan 13:1-7.

• An exploration of “real time” assessments as a means to better understand preceptors’ judgments of student performance

  Luu K, Sidhu R, Chadha NK, Eva KW. An exploration of “real time” assessments as a means to better understand preceptors’ judgments of student performance. Advances in Health Sciences Education. 2023 Aug;28(3):793-809.

• Residents as supervisors: How senior residents make ad hoc entrustment decisions

  Nelson K, McQuillan S, Gingerich A, Regehr G. Residents as supervisors: How senior residents make ad hoc entrustment decisions. Medical Education. 2023 Jan 6.

• Assessing Student Performance Using a Novel Rubric Based on the Dreyfus Model of Skill Acquisition

  Yeung JK, Ladak AR, Bruchet N, Pachev G. Assessing Student Performance Using a Novel Rubric Based on the Dreyfus Model of Skill Acquisition. American Journal of Pharmaceutical Education. 2023 Jun 1;87(6):100060.

• Critical Reviews in Health Professions Education Research

  Kahlke R, Lee M, Eva KW. Critical reviews in health professions education research. Journal of Graduate Medical Education. 2023 Apr 1;15(2):180-185.

• Building Blocks for Critical Reviews in Health Professions Education

  Kahlke R, Lee M, Eva KW. Building Blocks for Critical Reviews in Health Professions Education. Journal of Graduate Medical Education. 2023 Apr 1;15(2):186-9.

• Grappling with key questions about assessment of the Health Advocate role

  LaDonna KA, Kahlke R, Scott I, van der Goes T, Hubinette M. Grappling with key questions about assessment of the Health Advocate role. Canadian Medical Education Journal. 2023 Mar 12.

• Development, Implementation, and Meta-Evaluation of a National Approach to Programmatic Assessment in Canadian Family Medicine Residency Training

  Ross S, Lawrence K, Bethune C, van der Goes T, Pélissier-Simard L, Donoff M, Crichton T, Laughlin T, Dhillon K, Potter M, Schultz K. Development, implementation, and meta-evaluation of a national approach to programmatic assessment in family medicine residency training. Academic Medicine. 2022 May 24:10-1097.

• Supervising the senior medical resident: Entrusting the role, supporting the tasks

  Hatala R, Ginsburg S, Gauthier S, Melvin L, Taylor D, Gingerich A. Supervising the senior medical resident: Entrusting the role, supporting the tasks. Medical Education. 2022 Dec;56(12):1194-1202.

• A systematic review of the use of simulation and reflection as summative assessment tools to evaluate student outcomes following interprofessional education activities

  El-Awaisi A, Jaam M, Wilby KJ, Wilbur K. A systematic review of the use of simulation and reflection as summative assessment tools to evaluate student outcomes following interprofessional education activities. Journal of Interprofessional Care. 2022 Jan 24:1-9.

• Effect of station format on the psychometric properties of Multiple Mini Interviews

  Renaud JS, Bourget M, St‐Onge C, Eva KW, Tavares W, Salvador Loye A, Leduc JM, Homer M. Effect of station format on the psychometric properties of Multiple Mini Interviews. Medical Education. 2022 Oct;56(10):1042-1050.

• Struggling with the logic of EPA frameworks

  Sibbald M, Regehr G. Struggling with the logic of EPA frameworks. Medical Education.

• Examining the validity argument for the Ottawa Surgical Competency Operating Room Evaluation (OSCORE): a systematic review and narrative synthesis

  Spencer M, Sherbino J, Hatala R. Examining the validity argument for the Ottawa Surgical Competency Operating Room Evaluation (OSCORE): a systematic review and narrative synthesis. Advances in Health Sciences Education. 2022 May 5:1-31.

• Workplace-based licensing assessments: an idea worth considering?

  Hatala R, Tavares W. Workplace-based licensing assessments: an idea worth considering? Canadian Medical Education Journal. 2019.

• The accessibility of virtual residency interviews: the good, the bad, the solutions

  Hanes JE, Waserman JL, Clarke QK. The accessibility of virtual residency interviews: the good, the bad, the solutions. Canadian Medical Education Journal. 2022 May;13(2):98.

• Global interprofessional therapeutic communication scale © short form (GITCS©): feasibility testing in Canada

  Campbell SH, Aredes ND, Bontinen K, Lim Y, Tharmaratnam T, Stephen LA. Global Interprofessional Therapeutic Communication Scale© Short Form (GITCS©): Feasibility Testing in Canada. Clinical Simulation in Nursing. 2022 Apr 1;65:7-17.

• The shift from disbelieving underperformance to recognising failure: A tipping point model

  Gingerich A, Sebok‐Syer SS, Lingard L, Watling CJ. The shift from disbelieving underperformance to recognising failure: a tipping point model. Medical Education. 2022 Apr;56(4):395-406.

• Replacing high-stakes summative examinations with graduated medical licensure in Canada

  Thoma B, Monteiro S, Pardhan A, Waters H, Chan T. Replacing high-stakes summative examinations with graduated medical licensure in Canada. CMAJ. 2022 Feb 7;194(5):E168-170.

• Comparing the Quality of Narrative Comments by Rotation Setting

  Roshan A, Wagner N, Acai A, Emmerton-Coughlin H, Sonnadara RR, Scott TM, Karimuddin AA. Comparing the quality of narrative comments by rotation setting. Journal of surgical education. 2021 Nov 1;78(6):2070-2077.

• Ottawa 2020 consensus statements for programmatic assessment – 2. Implementation and practice

  Torre D, Rice NE, Ryan A, Bok H, Dawson LJ, Bierer B, Wilkinson TJ, Tait GR, Laughlin T, Veerapen K, Heeneman S. Ottawa 2020 consensus statements for programmatic assessment–2. Implementation and practice. Medical teacher. 2021 Oct 3;43(10):1149-1160.

• Numbers Encapsulate, Words Elaborate: Toward the Best Use of Comments for Assessment and Feedback on Entrustment Ratings

  Ginsburg S, Watling CJ, Schumacher DJ, Gingerich A, Hatala R. Numbers encapsulate, words elaborate: toward the best use of comments for assessment and feedback on entrustment ratings. Academic Medicine. 2021 Jul 1;96(7S):S81-86.

• Entrustable Professional Activities and Entrustment Decision Making: A Development and Research Agenda for the Next Decade

  Ten Cate O, Balmer DF, Caretta-Weyer H, Hatala R, Hennus MP, West DC. Entrustable professional activities and entrustment decision making: A development and research agenda for the next decade. Academic Medicine. 2021 Jul 1;96(7S):S96-104.

• Distant and Hidden Figures: Foregrounding Patients in the Development, Content, and Implementation of Entrustable Professional Activities

  Sebok-Syer SS, Gingerich A, Holmboe ES, Lingard L, Turner DA, Schumacher DJ. Distant and hidden figures: Foregrounding patients in the development, content, and implementation of entrustable professional activities. Academic Medicine. 2021 Jul 1;96(7S):S76-80.

• A collective case study of supervision and competence judgments on the inpatient internal medicine ward

  Gilchrist T, Hatala R, Gingerich A. A collective case study of supervision and competence judgments on the inpatient internal medicine ward. Perspectives on medical education. 2021 Jun;10(3):155-162.

• Testing the validity and reliability of the adapted health communication assessment tool

  Baird T, Corey VR, Sissom J, Weber J, Campbell SH. Testing the Validity and Reliability of the Adapted Health Communication Assessment Tool©. Clinical Simulation in Nursing. 2021 Mar 1;52:50-58.

• Simulation Tools in the Research and Delivery of Competency-Based Medical Education and Health Care: Evolving Considerations in the Contemporary COVID-19 Era

  Wong EC, Negreanu D, Adreak N, Allan K, Thibodeau-Jarry N, Tsirigotis D, Qayumi K, Fordyce CB, Randhawa VK. Simulation Tools in the Research and Delivery of Competency-Based Medical Education and Health Care: Evolving Considerations in the Contemporary COVID-19 Era. Canadian Journal of Cardiology. 2021 Mar 1;37(3):351-354.

• “Languaging” tacit judgment in formal postgraduate assessment: the documentation of ad hoc and summative entrustment decisions

  van Enk A, Ten Cate O. “Languaging” tacit judgment in formal postgraduate assessment: the documentation of ad hoc and summative entrustment decisions. Perspectives on medical education. 2020 Dec;9(6):373-378.

• Seeing but not believing: Insights into the intractability of failure to fail

  Gingerich A, Sebok‐Syer SS, Larstone R, Watling CJ, Lingard L. Seeing but not believing: insights into the intractability of failure to fail. Medical Education. 2020 Dec;54(12):1148-1158.

• Idiosyncrasy in Assessment Comments: Do Faculty Have Distinct Writing Styles When Completing In-Training Evaluation Reports?

  Ginsburg S, Gingerich A, Kogan JR, Watling CJ, Eva KW. Idiosyncrasy in assessment comments: do faculty have distinct writing styles when completing in-training evaluation reports? Academic Medicine. 2020 Nov 1;95(11S):S81-88.

• The Influence of Relationship-Centered Coaching on Physician Perceptions of Peer Review in the Context of Mandated Regulatory Practices

  Arabsky S, Castro N, Murray M, Bisca I, Eva KW. The influence of relationship-centered coaching on physician perceptions of peer review in the context of mandated regulatory practices. Academic Medicine. 2020 Nov 1;95(11S):S14-19.

• The role of previously undocumented data in the assessment of medical trainees in clinical competency committees

  Tam J, Wadhwa A, Martimianakis MA, Fernando O, Regehr G. The role of previously undocumented data in the assessment of medical trainees in clinical competency committees. Perspectives on medical education. 2020 Oct;9(5):286-293.

• Educational Impact Drives Feasibility of Implementing Daily Assessment in the Workplace

  Nathoo NA, Sidhu R, Gingerich A. Educational impact drives feasibility of implementing daily assessment in the workplace. Teaching and Learning in Medicine. 2020 Aug 7;32(4):389-398.

• Taken Out of Context: Hazards in the Interpretation of Written Assessment Comments

  Ginsburg S, Kogan JR, Gingerich A, Lynch M, Watling CJ. Taken out of context: hazards in the interpretation of written assessment comments. Academic Medicine. 2020 Jul 1;95(7):1082-1088.

• Examinee cohort size and item analysis guidelines for health professions education programs: a Monte Carlo simulation study

  Aubin AS, Young M, Eva K, St-Onge C. Examinee cohort size and item analysis guidelines for health professions education programs: a Monte Carlo simulation study. Academic Medicine. 2020 Jan 1;95(1):151-156.

• Beyond ‘driving’: The relationship between assessment, performance and learning.

  Scott IM. Beyond ‘driving’: The relationship between assessment, performance and learning. Medical education. 2020 Jan;54(1):54-59.

• Remote assessment via video evaluation (RAVVE): a pilot study to trial video-enabled peer feedback on clinical performance.

  Ho K, Yao C, Novak Lauscher H, Koehler BE, Shojania K, Jamal S, Collins D, Kherani R, Meneilly G, Eva K. Remote assessment via video evaluation (RAVVE): a pilot study to trial video-enabled peer feedback on clinical performance. BMC medical education. 2019 Dec;19(1):1-9.

• Twelve tips for clinicians dealing with uncertainty when assessing learners.

  Scott I, Gingerich A, Eva KW. Twelve tips for clinicians dealing with uncertainty when assessing learners. Medical Teacher. 2019 Aug 3;41(8):888-894.

• Twelve tips for constructing a multiple mini-interview.

  Eva KW, Macala C, Fleming B. Twelve tips for constructing a multiple mini-interview. Medical teacher. 2019 May 4;41(5):510-516.

• Entrustment ratings in internal medicine training: capturing meaningful supervision decisions or just another rating?

  Hatala R, Ginsburg S, Hauer KE, Gingerich A. Entrustment ratings in internal medicine training: capturing meaningful supervision decisions or just another rating? Journal of General Internal Medicine. 2019 May;34(5):740-3.

• How well is each learner learning? validity investigation of a learning curve-based assessment approach for ECG interpretation

  Hatala R, Gutman J, Lineberry M, Triola M, Pusic M. How well is each learner learning? Validity investigation of a learning curve-based assessment approach for ECG interpretation. Advances in Health Sciences Education. 2019 Mar;24(1):45-63.

• The Power of Subjectivity in the Assessment of Medical Trainees

  Ten Cate O, Regehr G. The power of subjectivity in the assessment of medical trainees. Academic Medicine. 2019 Mar 1;94(3):333-337.

• Comparatively salient: examining the influence of preceding performances on assessors’ focus and interpretations in written assessment comments

  Gingerich A, Schokking E, Yeates P. Comparatively salient: Examining the influence of preceding performances on assessors’ focus and interpretations in written assessment comments. Advances in Health Sciences Education. 2018 Dec;23(5):937-959.

• The key-features approach to assess clinical decisions: validity evidence to date

  Bordage G, Page G. The key-features approach to assess clinical decisions: validity evidence to date. Advances in Health Sciences Education. 2018 Dec;23(5):1005-1036.

• The pedagogical value of testing: how far does it extend?

  Eva KW, Brady C, Pearson M, Seto K. The pedagogical value of testing: how far does it extend? Advances in Health Sciences Education. 2018 Oct;23(4):803-816.

• Asking for less and getting more: the impact of broadening a rater’s focus in formative assessment

  Tavares W, Sadowski A, Eva KW. Asking for less and getting more: the impact of broadening a rater’s focus in formative assessment. Academic Medicine. 2018 Oct 1;93(10):1584-1590.

• Beyond hands-on and hands-off: supervisory approaches and entrustment on the inpatient ward

  Gingerich A, Daniels V, Farrell L, Olsen SR, Kennedy T, Hatala R. Beyond hands‐on and hands‐off: supervisory approaches and entrustment on the inpatient ward. Medical Education. 2018 Oct;52(10):1028-1040.

• Vive la difference: the freedom and inherent responsibilities when designing and implementing multiple mini-interviews

  Reiter H, Eva K. Vive la difference: the freedom and inherent responsibilities when designing and implementing multiple mini-Interviews. Academic Medicine. 2018 Jul 1;93(7):969-971.

• Cognitive influences on complex performance assessment: lessons from the interplay between medicine and psychology

  Eva KW. Cognitive influences on complex performance assessment: lessons from the interplay between medicine and psychology. Journal of Applied Research in Memory and Cognition. 2018 Jun 1;7(2):177-188.

• Airway diseases and health literacy (hl) measurement tools: a systematic review to inform respiratory research and practice

  Shum J, Poureslami I, Wiebe D, Doyle-Waters MM, Nimmon L, FitzGerald JM, Canadian Airways Health Literacy Study Group. Airway diseases and health literacy (HL) measurement tools: a systematic review to inform respiratory research and practice. Patient education and counseling. 2018 Apr 1;101(4):596-618.

• Collaborative peer review process as an informal interprofessional learning tool: findings from an exploratory study

  Kwon JY, Bulk LY, Giannone Z, Liva S, Chakraborty B, Brown H. Collaborative peer review process as an informal interprofessional learning tool: Findings from an exploratory study. Journal of Interprofessional Care. 2018 Jan 2;32(1):101-103.

• How do formative objective structured clinical examinations drive learning? analysis of residents’ perceptions

  Pugh D, Desjardins I, Eva K. How do formative objective structured clinical examinations drive learning? Analysis of residents’ perceptions. Medical Teacher. 2018 Jan 2;40(1):45-52.

• A call for an integrated program of assessment

  Fielding DW, Regehr G. A call for an integrated program of assessment. American journal of pharmaceutical education. 2017 May 1;81(4).

• The hidden value of narrative comments for assessment: a quantitative reliability analysis of qualitative data

  Ginsburg S, van der Vleuten CP, Eva KW. The hidden value of narrative comments for assessment: a quantitative reliability analysis of qualitative data. Academic Medicine. 2017 Nov 1;92(11):1617-1621.

• Inter-rater variability as mutual disagreement: identifying raters’ divergent points of view

  Gingerich A, Ramlo SE, van der Vleuten CP, Eva KW, Regehr G. Inter-rater variability as mutual disagreement: identifying raters’ divergent points of view. Advances in Health Sciences Education. 2017 Oct;22(4):819-838.

• Validity: one word with a plurality of meanings

  St-Onge C, Young M, Eva KW, Hodges B. Validity: one word with a plurality of meanings. Advances in Health Sciences Education. 2017 Oct;22(4):853-867.

• A randomised trial of the influence of racial stereotype bias on examiners’ scores, feedback and recollections in undergraduate clinical exams

  Yeates P, Woolf K, Benbow E, Davies B, Boohan M, Eva K. A randomised trial of the influence of racial stereotype bias on examiners’ scores, feedback and recollections in undergraduate clinical exams. BMC medicine. 2017 Dec;15(1):1-11.

• Using in-training evaluation report (iter) qualitative comments to assess medical students and residents: a systematic review

  Hatala R, Sawatsky AP, Dudek N, Ginsburg S, Cook DA. Using in-training evaluation report (ITER) qualitative comments to assess medical students and residents: A systematic review. Academic Medicine. 2017 Jun 1;92(6):868-879.

• Staging a performance: learners’ perceptions about direct observation during residency

  LaDonna KA, Hatala R, Lingard L, Voyer S, Watling C. Staging a performance: learners’ perceptions about direct observation during residency. Medical education. 2017 May;51(5):498-510.

• Cracking the code: residents’ interpretations of written assessment comments

  Ginsburg S, van der Vleuten CP, Eva KW, Lingard L. Cracking the code: residents’ interpretations of written assessment comments. Medical Education. 2017 Apr;51(4):401-410.

• Mind the Gap: The Prospects of Missing Data.

  McConnell M, Sherbino J, Chan TM. Mind the gap: the prospects of missing data. Journal of Graduate Medical Education. 2016 Dec;8(5):708-712.

• When Assessment Data Are Words: Validity Evidence for Qualitative Educational Assessments

  Cook DA, Kuper A, Hatala R, Ginsburg S. When assessment data are words: validity evidence for qualitative educational assessments. Academic Medicine. 2016 Oct 1;91(10):1359-1369.

• Towards a program of assessment for health professionals: From training into practice

  Eva KW, Bordage G, Campbell C, Galbraith R, Ginsburg S, Holmboe E, Regehr G. Towards a program of assessment for health professionals: from training into practice. Advances in Health Sciences Education. 2016 Oct;21(4):897-913.

• Measuring interprofessional competencies and attitudes among health professional students creating family planning virtual patient cases.

  Wong E, Leslie JJ, Soon JA, Norman WV. Measuring interprofessional competencies and attitudes among health professional students creating family planning virtual patient cases. BMC medical education. 2016 Dec;16(1):1-9.

• ‘Sometimes the work just needs to be done’: socio-cultural influences on direct observation in medical training.

  Watling C, LaDonna KA, Lingard L, Voyer S, Hatala R. ‘Sometimes the work just needs to be done’: socio‐cultural influences on direct observation in medical training. Medical education. 2016 Oct;50(10):1054-1064.

• Taking the sting out of assessment: is there a role for progress testing?

  Pugh D, Regehr G. Taking the sting out of assessment: is there a role for progress testing? Medical Education. 2016 Jul;50(7):721-729.

• Comparing Open-Book and Closed-Book Examinations: A Systematic Review

  Durning SJ, Dong T, Ratcliffe T, Schuwirth L, Artino AR, Boulet JR, Eva K. Comparing open-book and closed-book examinations: a systematic review. Academic Medicine. 2016 Apr 1;91(4):583-599.

• Evidence regarding the utility of multiple mini-interview (MMI) for selection to undergraduate health programs: A BEME systematic review: BEME Guide No. 37

  Rees EL, Hawarden AW, Dent G, Hays R, Bates J, Hassell AB. Evidence regarding the utility of multiple mini-interview (MMI) for selection to undergraduate health programs: A BEME systematic review: BEME Guide No. 37. Medical Teacher. 2016 May 3;38(5):443-455.

• Meaningful Feedback in Medical Education: Challenging the “Failure to Fail” Using Narrative Methodology

  McConnell MM, Harms S, Saperson K. Meaningful feedback in medical education: challenging the “failure to fail” using narrative methodology. Academic Psychiatry. 2016 Apr;40(2):377-379.

• Do OSCE progress test scores predict performance in a national high-stakes examination?

  Pugh D, Bhanji F, Cole G, Dupre J, Hatala R, Humphrey‐Murto S, Touchie C, Wood TJ. Do OSCE progress test scores predict performance in a national high‐stakes examination? Medical Education. 2016 Mar;50(3):351-8.https://onlinelibrary.wiley.com/doi/abs/10.1111/medu.12942

• Hedging to save face: a linguistic analysis of written comments on in-training evaluation reports

  Ginsburg S, van der Vleuten C, Eva KW, Lingard L. Hedging to save face: a linguistic analysis of written comments on in-training evaluation reports. Advances in Health Sciences Education. 2016 Mar;21(1):175-188.

• Selecting and Simplifying: Rater Performance and Behavior When Considering Multiple Competencies

  Tavares W, Ginsburg S, Eva KW. Selecting and simplifying: rater performance and behavior when considering multiple competencies. Teaching and learning in medicine. 2016 Jan 2;28(1):41-51.

• Development and psychometric evaluation of the Primary Health Care Engagement (PHCE) Scale: a pilot survey of rural and remote nurses

  Kosteniuk JG, Wilson EC, Penz KL, MacLeod ML, Stewart NJ, Kulig JC, Karunanayake CP, Kilpatrick K. Development and psychometric evaluation of the Primary Health Care Engagement (PHCE) Scale: a pilot survey of rural and remote nurses. Primary Health Care Research & Development. 2016 Jan;17(1):72-86.

• The effect of differential weighting of academics, experiences, and competencies measured by Multiple Mini Interview (MMI) on race and ethnicity of cohorts accepted to one medical school

  Terregino CA, McConnell M, Reiter HI. The effect of differential weighting of academics, experiences, and competencies measured by multiple mini interview (MMI) on race and ethnicity of cohorts accepted to one medical school. Academic Medicine. 2015 Dec 1;90(12):1651-1657.

• Constructing a validity argument for the Objective Structured Assessment of Technical Skills (OSATS): A systematic review of validity evidence

  Hatala R, Cook DA, Brydges R, Hawkins R. Constructing a validity argument for the Objective Structured Assessment of Technical Skills (OSATS): a systematic review of validity evidence. Advances in health sciences education. 2015 Dec;20(5):1149-1175.

• Considerations in the use of reflective writing for student assessment: issues of reliability and validity

  Moniz T, Arntfield S, Miller K, Lingard L, Watling C, Regehr G. Considerations in the use of reflective writing for student assessment: issues of reliability and validity. Medical education. 2015 Sep;49(9):901-908.

• What if the ‘trust’ in entrustable were a social judgement?

  Gingerich A. What if the ‘trust’in entrustable were a social judgement? Medical education. 2015 Aug;49(8):750-752.

• A contemporary approach to validity arguments: a practical guide to Kane’s framework

  Cook DA, Brydges R, Ginsburg S, Hatala R. A contemporary approach to validity arguments: a practical guide to K ane’s framework. Medical education. 2015 Jun;49(6):560-575.

• The benefits of testing for learning on later performance

  McConnell MM, St-Onge C, Young ME. The benefits of testing for learning on later performance. Advances in Health Sciences Education. 2015 May;20(2):305-320.

• Comparability of the National Board of Medical Examiners Comprehensive Clinical Science Examination and a Set of Five Clinical Science Subject Examinations

  Peterson LN, Rusticus SA, Ross LP. Comparability of the national board of medical examiners comprehensive clinical science examination and a set of five clinical science subject examinations. Academic Medicine. 2015 May 1;90(5):684-690.

• Reading between the lines: faculty interpretations of narrative evaluation comments

  Ginsburg S, Regehr G, Lingard L, Eva KW. Reading between the lines: faculty interpretations of narrative evaluation comments. Medical Education. 2015 Mar;49(3):296-306.

• A systematic review of validity evidence for checklists versus global rating scales in simulation-based assessment

  Ilgen JS, Ma IW, Hatala R, Cook DA. A systematic review of validity evidence for checklists versus global rating scales in simulation‐based assessment. Medical education. 2015 Feb;49(2):161-173.

• Linking simulation-based educational assessments and patient-related outcomes: a systematic review and meta-analysis

  Brydges R, Hatala R, Zendejas B, Erwin PJ, Cook DA. Linking simulation-based educational assessments and patient-related outcomes: a systematic review and meta-analysis. Academic Medicine. 2015 Feb 1;90(2):246-256.

• Assessing physical therapy students’ performance during clinical practice

  Murphy S, Dalton M, Dawes D. Assessing physical therapy students’ performance during clinical practice. Physiotherapy Canada. 2014 Apr;66(2):169-176.

• More consensus than idiosyncrasy: Categorizing social judgments to examine variability in Mini-CEX ratings

  Gingerich A, van der Vleuten CP, Eva KW, Regehr G. More consensus than idiosyncrasy: Categorizing social judgments to examine variability in Mini-CEX ratings. Academic Medicine. 2014 Nov 1;89(11):1510-1519.

• Multiple mini-interview test characteristics: ‘tis better to ask candidates to recall than to imagine

  Eva KW, Macala C. Multiple mini‐interview test characteristics:‘Tis better to ask candidates to recall than to imagine. Medical Education. 2014 Jun;48(6):604-613.

• What counts as validity evidence? Examples and prevalence in a systematic review of simulation-based assessment

  Cook DA, Zendejas B, Hamstra SJ, Hatala R, Brydges R. What counts as validity evidence? Examples and prevalence in a systematic review of simulation-based assessment. Advances in Health Sciences Education. 2014 May;19(2):233-250.

• Simulation-based assessment of paramedics and performance in real clinical contexts

  Tavares W, LeBlanc VR, Mausz J, Sun V, Eva KW. Simulation-based assessment of paramedics and performance in real clinical contexts. Prehospital Emergency Care. 2014 Jan 1;18(1):116-122.

• Do in-training evaluation reports deserve their bad reputations? A study of the reliability and predictive ability of ITER scores and narrative comments

  Ginsburg S, Eva K, Regehr G. Do in-training evaluation reports deserve their bad reputations? A study of the reliability and predictive ability of ITER scores and narrative comments. Academic Medicine. 2013 Oct 1;88(10):1539-1544.

• You’re certainly relatively competent’: Assessor bias due to recent experiences

  Yeates P, O’Neill P, Mann K, W Eva K. ‘You’re certainly relatively competent’: assessor bias due to recent experiences. Medical education. 2013 Sep;47(9):910-922.

• Seeing the same thing differently: Mechanisms that contribute to assessor differences in directly observed performance assessments

  Yeates P, O’Neill P, Mann K, Eva K. Seeing the same thing differently. Advances in Health Sciences Education. 2013 Aug;18(3):325-341.

• ‘If you can call it a poem’: toward a framework for the assessment of arts-based works

  Lafrenière D, Cox SM. ‘If you can call it a poem’: toward a framework for the assessment of arts-based works. Qualitative Research. 2013 Jun;13(3):318-336.

• Exploring the impact of mental workload on rater-based assessments

  Tavares W, Eva KW. Exploring the impact of mental workload on rater-based assessments. Advances in Health Sciences Education. 2013 May;18(2):291-303.

• Validating a self-confidence scale for surgical trainees

  Geoffrion R, Lee T, Singer J. Validating a self-confidence scale for surgical trainees. Journal of obstetrics and gynaecology Canada. 2013 Apr 1;35(4):355-361.

• Student perceptions of assessment and feedback in longitudinal integrated clerkships

  Bates J, Konkin J, Suddards C, Dobson S, Pratt D. Student perceptions of assessment and feedback in longitudinal integrated clerkships. Medical education. 2013 Apr;47(4):362-374.

• Medical school admission interview and licensing examination scores–reply

  Eva KW, Norman GR. Medical School Admission Interview and Licensing Examination Scores—Reply. JAMA. 2013 Mar 20;309(11):1108-1109.

• Global rating scale for the assessment of paramedic clinical competence

  Tavares W, Boet S, Theriault R, Mallette T, Eva KW. Global rating scale for the assessment of paramedic clinical competence. Prehospital emergency care. 2013 Jan 1;17(1):57-67.

• The possible impact of the MMI and GPA on diversity

  Norman G, Eva K, Kulasegaram M. The possible impact of the MMI and GPA on diversity. Academic medicine: journal of the Association of American Medical Colleges. 2013 Feb 1;88(2):151.