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