Embracing the next frontier in assessment

St-Onge, Christina

doi:https://doi.org/10.36834/cmej.81477

Van Der Vleuten CP. The assessment of professional competence: Developments, research and practical implications. Adv Health Sci Educ. 1996;1(1):41‑67. https://doi.org/10.1007/BF00596229

10.1007/BF00596229 Google Scholar

Brown GTL. The past, present and future of educational assessment: a transdisciplinary perspective. Front Educ. 2022;7. https://doi.org/10.3389/feduc.2022.1060633

10.3389/feduc.2022.1060633 Google Scholar

Hattie J, Timperley H. The power of feedback. Rev Educ Res. 2007;77(1):81‑112. https://doi.org/10.3102/003465430298487

10.3102/003465430298487 Google Scholar

Miller GE. The assessment of clinical skills/competence/performance. Acad Med. 1990;65(9):S63-7.

10.1097/00001888-199009000-00045 Google Scholar

Ben-David MF. The role of assessment in expanding professional horizons. Med Teach. 2000;22(5):472‑7. https://doi.org/10.1080/01421590050110731

10.1080/01421590050110731 Google Scholar

Epstein RM. Assessment in medical education. N Engl J Med. 2007;356(4):387‑96. https://doi.org/10.1056/NEJMra054784

10.1056/NEJMra054784 Google Scholar

Norcini J, Anderson MB, Bollela V, et al. 2018 Consensus framework for good assessment. Med Teach. 2018;40(11):1102‑9. https://doi.org/10.1080/0142159X.2018.1500016

10.1080/0142159X.2018.1500016 Google Scholar

Boud D, Molloy E. Rethinking models of feedback for learning: The challenge of design. Assess Eval High Educ. 2013;38(6):698‑712. https://doi.org/10.1080/02602938.2012.691462

10.1080/02602938.2012.691462 Google Scholar

Cruess RL, Cruess SR, Steinert Y. Amending Miller’s pyramid to include professional identity formation. Acad Med. 2016;91(2):180‑5. https://doi.org/10.1097/ACM.0000000000000913

10.1097/ACM.0000000000000913 Google Scholar

Edmondson AC. The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. Hoboken (NJ): John Wiley & Sons; 2018.

Google Scholar

Gierl MJ, Haladyna TM. Automatic item generation: Theory and practice. New York: Routledge; 2013.

10.4324/9780203803912 Google Scholar

Lee J, Wu AS, Li D, Kulasegaram KM. Artificial intelligence in undergraduate medical education: ascoping review. Acad Med. 2021;96(11S):S62‑70. https://doi.org/10.1097/ACM.0000000000004291

10.1097/ACM.0000000000004291 Google Scholar

García-Ramírez Y, Bijelić V. Assessing task prioritization for professors through affinity and satisfaction scores. Cogent Educ. 2024;11(1):2321355. https://doi.org/10.1080/2331186X.2024.2321355

10.1080/2331186X.2024.2321355 Google Scholar

Link AN, Swann CA, Bozeman B. A time allocation study of university faculty. Econ Educ Rev. 2008;27(4):363‑74. https://doi.org/10.1016/j.econedurev.2007.04.002

10.1016/j.econedurev.2007.04.002 Google Scholar

Naveed H, Khan AU, Qiu S, et al. A comprehensive overview of large language models. ArXiv Prepr ArXiv230706435. 2023;

Google Scholar

Liu Y, Cao J, Liu C, Ding K, Jin L. Datasets for large language models: a comprehensive survey. ArXiv Prepr ArXiv240218041. 2024. https://doi.org/10.48550/arXiv.2402.18041

Google Scholar

Sardi J, Candra O, Yuliana DF, Yanto DTP, Eliza F. How generative AI influences students’ self-regulated learning and critical thinking skills? A systematic review. Int J Eng Pedagogy. 2025;15(1):94‑108. https://doi.org/10.3991/ijep.v15i1.53379

10.3991/ijep.v15i1.53379 Google Scholar

Panadero E. A review of self-regulated learning: six models and four directions for research. Front Psychol. 2017;8:422. https://doi.org/10.3389/fpsyg.2017.00422

10.3389/fpsyg.2017.00422 Google Scholar

Roll I, Winne PH. Understanding, evaluating, and supporting self-regulated learning using learning analytics. J Learn Anal. 2015;2(1):7‑12. https://doi.org/10.18608/jla.2015.21.2

10.18608/jla.2015.21.2 Google Scholar

Yang C, Li J, Zhao W, Luo L, Shanks DR. Do practice tests (quizzes) reduce or provoke test anxiety? A meta-analytic review. Educ Psychol Rev. 2023;35(3):87. https://doi.org/10.1007/s10648-023-09801-w

10.1007/s10648-023-09801-w Google Scholar

Dawson P, Bearman M, Dollinger M, Boud D. Validity matters more than cheating. Assess Eval High Educ. 2024;49(7):1005‑16. https://doi.org/10.1080/02602938.2024.2386662

10.1080/02602938.2024.2386662 Google Scholar

Corbin T, Dawson P, Nicola-Richmond K, Partridge H. ‘Where’s the line? It’s an absurd line’: Towards a framework for acceptable uses of AI in assessment. Assess Eval High Educ. 2025;1‑13. https://doi.org/10.1080/02602938.2025.2456207

10.1080/02602938.2025.2456207 Google Scholar

Cochrane JD, Dudek N, Crawford K, Cowley L, LaDonna KA. Exploring the perspectives of new-in-practice specialists about the Health Advocate role: “I didn’t even know where to start” Can Med Educ J. 2025;16(2) https://doi.org/10.36834/cmej.78570

10.36834/cmej.78570 Google Scholar

Pulkki KH, Pira S, Young M, et al. Considering the potential unintended consequences of RateMDs: an exploratory study in one specialty. Can Med Educ J. 2025;16(2) https://doi.org/10.36834/cmej.77821

10.36834/cmej.77821 Google Scholar

Bartman I, St-Onge C, Roy M, et al. Multi-source feedback in undergraduate medical education: a pilot study. Can Med Educ J. 2025;16(2) https://doi.org/10.36834/cmej.79283

10.36834/cmej.79283 Google Scholar

Bergeron L, Blanchette P, Chakroun M, et al. Are we optimizing medical students’ preparation for clerkship? A content analysis of narrative comments on clinical skills during preclinical training. Can Med Educ J. 2025;16(2) https://doi.org/10.36834/cmej.78569

10.36834/cmej.78569 Google Scholar

Benoit S, Bouchard-Lamothe D, Denis-LeBlanc M, Burnier I. Diagnostic hypothesis generation through engaged peer observation: a quantitative descriptive study in a clinical simulation context. Can Med Educ J. 2025;16(2) https://doi.org/10.36834/cmej.77080

10.36834/cmej.77080 Google Scholar

Massalou D, Doyen J, Almairac F, et al. Can relaxation exercises improve students’ OSCE grades: a prospective study. Can Med Educ J. 2025;16(2) https://doi.org/10.36834/cmej.77739

10.36834/cmej.77739 Google Scholar

Rowe J, Bouchard Lamothe D, Haggerty T, et al. Optimizing feedback reception: a scoping review of skills and strategies for medical learners. Can Med Educ J. 2025;16(2) https://doi.org/10.36834/cmej.79722

10.36834/cmej.79722 Google Scholar

Lahouaoula I, Buckley H, Nathoo N. To be (virtual) or not to be: six ways to get a grip on choosing a delivery method for your educational program. Can Med Educ J. 2025;16(2) https://doi.org/10.36834/cmej.78281

10.36834/cmej.78281 Google Scholar

Azer B. Beyond the classroom: lessons in empathy and accessibility as a student clinician serving Calgary’s vulnerable populations. Can Med Educ J. 2025;16(2) https://doi.org/10.36834/cmej.80338

10.36834/cmej.80338 Google Scholar

Kumar R, Gosain A, Saintyl JJ, Zheng A, Chima K, Cassagnol R. Bridging gaps in orthopedic residency admissions: embracing diversity beyond research metrics. Can Med Educ J. 2025;16(2) https://doi.org/10.36834/cmej.80775

10.36834/cmej.80775 Google Scholar

Fisher LA, Aristizabal Londono C, Cropper K, Beresh G, Alhassan JA. Rethinking global health training: making the links between theory and practice. Can Med Educ J. 2025;16(2) https://doi.org/10.36834/cmej.79921

10.36834/cmej.79921 Google Scholar

Shoppoff L, Mathew C, Burkholder Harris K, et al. Teaching compassion through a community-led, experiential learning activity for undergraduate medical students: the Empathy Project. Can Med Educ J. 2025;16(2) https://doi.org/10.36834/cmej.79452

10.36834/cmej.79452 Google Scholar

Sinha S, Gilchrist C, Leung F-H. Breaking bad news, building better learners: using the SPIKES framework for medical education feedback. Can Med Educ J. 2025;16(2) https://doi.org/10.36834/cmej.80847

10.36834/cmej.80847 Google Scholar

MacFarlane MM. A critical analysis of The Royal College of Physicians and Surgeons of Canada examination experience. Can Med Educ J. 2025;16(2) https://doi.org/10.36834/cmej.79678

10.36834/cmej.79678 Google Scholar

Ali MK. The hidden curriculum. Can Med Educ J. 2025;16(2) https://doi.org/10.36834/cmej.81103

10.36834/cmej.81103 Google Scholar

Modesto dos Santos V, Modesto Sugai K. Disclosure of bad news: a challenging practice? Can Med Educ J. 2025;16(2) https://doi.org/10.36834/cmej.80918

10.36834/cmej.80918 Google Scholar

Preti BT, Sanatani MS. Five ways to get a grip on the personal emotional cost of breaking bad news. Can Med Educ J. 2024;15(3):97-99. https://doi.org/10.36834/cmej.78228.

10.36834/cmej.78228 Google Scholar

Bandiera G, Watling C, Horsley T, Dagnone D, Taber S, Bhanji F. Royal College exams, examined. Can Med Educ J. 2025;16(2) https://doi.org/10.36834/cmej.81283

10.36834/cmej.81283 Google Scholar

Azer B, Dyson K, Ivaturi S. A glimpse beyond. Can Med Educ J. 2025;16(2) https://doi.org/10.36834/cmej.80997

10.36834/cmej.80997 Google Scholar

Huntley JS. Constellations and the sound of hooves. Can Med Educ J. 2025;16(2) https://doi.org/10.36834/cmej.81116

10.36834/cmej.81116 Google Scholar

Gilchrist C, Bismilla Z. Objective Structured Clinical Examinations practices across Canadian medical schools: a national overview. Can Med Educ J. 2025;16(2) https://doi.org/10.36834/cmej.80144

10.36834/cmej.80144 Google Scholar

Embracing the next frontier in assessmentAdopter la prochaine frontière de l’évaluation[Record]

Bibliography

Appendices

Bibliography

Citation Tools

Cite this article

Export the record for this article