43 results
-
-
Validity and truth in assessment
-
Making sense of work-based assessment: ask the right questions, in the right way, about the right things, of the right people
-
Student doctors taking responsibility
-
Am I getting an accurate picture: a tool to assess clinical handover in remote settings?
-
Direct observation of procedural skills (DOPS) assessment in diagnostic gastroscopy: nationwide evidence of validity and competency development during training
-
A model of professional self-identity formation in student doctors and dentists: a mixed method study.
-
Improving the quality of written feedback using written feedback.
-
Addressing learner disorientation: give them a roadmap.
-
Do assessor comments on a multi-source feedback instrument provide learner-centred feedback?
-
Development and validation of a trustworthy multisource feedback instrument to support nurse appraisals.
-
Improving the quality of outpatient clinic letters using the Sheffield Assessment Instrument for Letters (SAIL)
-
Training and assessment in flexible sigmoidoscopy: using a novel direct observation of procedural skills (DOPS) assessment tool.
-
Peer assessment of professional behaviours in problem-based learning groups.
-
Solving assessment challenges together
-
Development of a Problem-based learning (PBL) approach to facilitate the acquisition of statistics knowledge by non-statistics undergraduates: a case study in medical education
-
HIV post-exposure prophylaxis after sexual assault.
-
Assessing the surgical skills of trainees in the operating theatre: a prospective observational study of the methodology
-
Should candidate scores be adjusted for interviewer stringency or leniency in the multiple mini-interview?
-
Evaluation of procedure-based assessment for assessing trainees' skills in the operating theatre