Workplace Based Assessment

Publications by CHES Members on Workplace Based Assessment:

• Evaluation of audit and feedback to family physicians on prescribing of opioid analgesics to opioid-naïve patients: A pragmatic randomized delay trial

  McCracken RK, Narayan S, Maclure M, Cooper I, Cui Z, Cullen W, Dormuth C, Hamilton MA, Nolan S, Singer J, Socías ME, Wong S, Klimas J. Evaluation of audit and feedback to family physicians on prescribing of opioid analgesics to opioid-naïve patients: A pragmatic randomized delay trial. Contemporary Clinical Trials. 2023 Nov 1;134:107354.

• 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.

• 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.

• Review of Challenges to the Implementation of Competence by Design in Post-Graduate Medical Education: What Can Diagnostic Radiology Learn from the Experience of Other Specialty Disciplines?

  Bentley H, Darras KE, Forster BB, Sedlic A, Hague CJ. Review of Challenges to the Implementation of Competence by Design in Post-Graduate Medical Education: What Can Diagnostic Radiology Learn from the Experience of Other Specialty Disciplines? Academic Radiology. 2022 Jan 31.

• Authentic learning in healthcare education: A systematic review

  Lee J, Campbell S, Choi M, Bae J. Authentic learning in heathcare education: A systematic review. Nurse Education Today. 2022 Oct 14:105596.

• 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.

• 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 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.

• 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.

• 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.

• “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.

• 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.

• 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.

• 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.

• 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.

• Procedural experience of Canadian neonatal-perinatal medicine fellows

  Wong J, Manhas D, Campbell DM, Moussa A, Sawyer TL. Procedural experience of Canadian neonatal-perinatal medicine fellows. Journal of Clinical Neonatology. 2019 Jan 1;8(1):47.

• 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.

• 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.

• 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.

• 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.

• ‘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.

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

• Quality evaluation reports: Can a faculty development program make a difference?

  Dudek NL, Marks MB, Wood TJ, Dojeiji S, Bandiera G, Hatala R, Cooke L, Sadownik L. Quality evaluation reports: Can a faculty development program make a difference?. Medical teacher. 2012 Nov 1;34(11):e725-731.

• Using “Standardized Narratives” to Explore New Ways to Represent Faculty Opinions of Resident Performance

  Regehr G, Ginsburg S, Herold J, Hatala R, Eva K, Oulanova O. Using “standardized narratives” to explore new ways to represent faculty opinions of resident performance. Academic Medicine. 2012 Apr 1;87(4):419-427.

• A comparison of performance evaluations of students on longitudinal integrated clerkships and rotation-based clerkships

  McLaughlin K, Bates J, Konkin J, Woloschuk W, Suddards CA, Regehr G. A comparison of performance evaluations of students on longitudinal integrated clerkships and rotation-based clerkships. Academic medicine. 2011 Oct 1;86(10):S25-29.