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.