Cracking the code: residents’ interpretations of written assessment comments-Reference-Cited by-同舟云学术

Cracking the code: residents’ interpretations of written assessment comments

Published:2017-01-16 Issue:4 Volume:51 Page:401-410
ISSN:0308-0110
Container-title:Medical Education
language:en
Short-container-title:Med Educ

Author:

Ginsburg Shiphra¹,van der Vleuten Cees PM²,Eva Kevin W³,Lingard Lorelei⁴

Affiliation:

1. Department of Medicine; Faculty of Medicine; University of Toronto; Toronto Ontario Canada

2. Department of Educational Development and Research; Faculty of Health, Medicine and Life Sciences; Maastricht University; Maastricht the Netherlands

3. Department of Medicine; Faculty of Medicine; University of British Columbia; Vancouver British Columbia Canada

4. Department of Medicine; Schulich School of Medicine and Dentistry, Western University; London Ontario Canada

Funder

National Board of Medical Examiners Stemmler Fund

Publisher

Wiley

Subject

Education,General Medicine

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1111/medu.13158/fullpdf

Reference36 articles.

1. Merging views on assessment;Schuwirth;Med Educ,2004

2. Validity in work-based assessment: expanding our horizons;Govaerts;Med Educ,2013

3. Narrative descriptions should replace grades and numerical ratings for clinical performance in medical education in the United States;Hanson;Front Psychol,2013

4. Assessment in the post-psychometric era: learning to love the subjective and collective;Hodges;Med Teach,2013

5. Improving resident performance assessment data: numeric precision and narrative specificity;Littlefield;Acad Med,2005

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