Assuring the quality of programmatic assessment: Moving beyond psychometrics

por Uijtdehaage, Sebastian, Schuwirth, Lambert W. T.
Publicado 2018

Ethics approval for health professions education research: are we going too far down the barrel?

por Schuwirth, Lambert W T, Durning, Steven J
Publicado 2019

Expertise in performance assessment: assessors’ perspectives

por Berendonk, Christoph, Stalmeijer, Renée E., Schuwirth, Lambert W. T.
Publicado 2012

The use of progress testing

por Schuwirth, Lambert W. T., van der Vleuten, Cees P. M.
Publicado 2012

Assessment in the context of problem-based learning

por van der Vleuten, Cees P. M., Schuwirth, Lambert W. T.
Publicado 2019

Modelling the pre-assessment learning effects of assessment: evidence in the validity chain

por Cilliers, Francois J, Schuwirth, Lambert W T, van der Vleuten, Cees P M
Publicado 2012

An exploratory study into the impact and acceptability of formatively used progress testing in postgraduate obstetrics and gynaecology

por Dijksterhuis, Marja G. K., Schuwirth, Lambert W. T., Braat, Didi D. M., Scheele, Fedde
Publicado 2013

The mechanism of impact of summative assessment on medical students’ learning

por Cilliers, Francois J., Schuwirth, Lambert W., Adendorff, Hanelie J., Herman, Nicoline, van der Vleuten, Cees P.
Publicado 2010

A model of the pre-assessment learning effects of summative assessment in medical education

por Cilliers, Francois J., Schuwirth, Lambert W. T., Herman, Nicoline, Adendorff, Hanelie J., van der Vleuten, Cees P. M.
Publicado 2011

Changing the culture of assessment: the dominance of the summative assessment paradigm

por Harrison, Christopher J., Könings, Karen D., Schuwirth, Lambert W. T., Wass, Valerie, van der Vleuten, Cees P. M.
Publicado 2017

How culture affects validity: understanding Japanese residents’ sense-making of evaluating clinical teachers

por Kikukawa, Makoto, Stalmeijer, Renée E, Matsuguchi, Takahiro, Oike, Miyako, Sei, Emura, Schuwirth, Lambert W T, Scherpbier, Albert J J A
Publicado 2021

Medical Students Perceive Better Group Learning Processes when Large Classes Are Made to Seem Small

por Hommes, Juliette, Arah, Onyebuchi A., de Grave, Willem, Schuwirth, Lambert W. T., Scherpbier, Albert J. J. A., Bos, Gerard M. J.
Publicado 2014

Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures

por Harrison, Christopher J., Könings, Karen D., Dannefer, Elaine F., Schuwirth, Lambert W. T., Wass, Valerie, van der Vleuten, Cees P. M.
Publicado 2016

Web-assisted assessment of professional behaviour in problem-based learning: more feedback, yet no qualitative improvement?

por van Mook, Walther N. K. A., Muijtjens, Arno M. M., Gorter, Simone L., Zwaveling, Jan Harm, Schuwirth, Lambert W., van der Vleuten, Cees P. M.
Publicado 2011

Fellows’ in intensive care medicine views on professionalism and how they learn it

por van Mook, Walther N. K. A., de Grave, Willem S., Gorter, Simone L., Muijtjens, Arno M. M., Zwaveling, Jan Harm, Schuwirth, Lambert W., van der Vleuten, Cees P. M.
Publicado 2009