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.
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.
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.
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.
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.
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.
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.
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.
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.
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