Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Home
  • Home
Chapter
  • Get access
    Check if you have access via personal or institutional login
    Log in Register
  • Cited by 1
  • Print publication year: 2011
  • Online publication date: June 2011

9 - The Australian and New Zealand experience

Export citation

Related content

Powered by UNSILO

REFERENCES

ACGME (2005). The ACGME Outcome Project: An Introduction. http://www.acgme.org/Outcome/.
Afrin, L. B., Arana, G. W., Medio, F. J., Ybarra, A. F. and Clarke, H. S. (2006). Improving oversight of the graduate medical education enterprise: one institution's strategies and tools. Academic Medicine, 81(5), 419–425.
Archer, J., Norcini, J., Southgate, L., Heard, S. and Davies, H. (2006). Mini-PAT (peer assessment tool): a valid component of a national assessment programme in the UK? Advances in Health Sciences Education Theory and Practice, 13, 181–192.
AHMAC (Australian Health Ministers’ Advisory Council) (2002). Medical Specialist Education and Training: Responding to the Impact of Changes in Australia's Health Care System. A Discussion Paper. Melbourne. http://www.health.gov.au/internet/main/publishing.nsf/Content/work-edu-spectr-respond.
Bhugra, D., Malik, A. and Brown, N. (2007). Workplace-Based Assessments in Psychiatry, London: Royal College of Psychiatry Publications.
Biggs, J. and Tang, C. (2007). Teaching for Quality Learning at University, 3rd edn. Buckingham, SRHE and Open University Press.
Boud, D. and Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment and Evaluation in Higher Education, 31(4), 399–413.
Brown, N. and Doshi, M. (2006). Assessing professional and clinical competence: the way forward. Advances in Psychiatric Treatment, 12, 81–91.
Carless, D. (2007). Learning-oriented assessment: conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1) 57–66.
Carraccio, C. and Englander, R. (2004). Evaluating competence using a portfolio: a literature review and web-based application to the ACGME competencies. Teaching and Learning in Medicine, 16(4), 381–387.
Challis, D. (2005). Committing to quality learning through adaptive online assessment. Assessment and Evaluation in Higher Education, 30(5), 519–527.
Chur-Hansen, A. and McLean, S. (2006). On being a supervisor: the importance of feedback and how to give it. Australasian Psychiatry, 14(1), 67–71.
Combs, K. L., Gibson, S. K., Hays, J. M., Saly, J. and Wendt, J. T. (2008). Enhancing curriculum and delivery: linking assessment to learning objectives. Assessment and Evaluation in Higher Education, 33(1), 87–102.
Daelmans, H., Overmeer, R., van der Hem-Stokroos, H. et al. (2006). In-training assessment: qualitative study of effects on supervision and feedback in an undergraduate clinical rotation. Medical Education, 40(1), 51–58.
Dijksterhuis, M., Voorhuis, M., Teunissen, P. et al. (2009). Assessment of competence and progressive independence in postgraduate clinical training, Medical Education, 43, 1156–1165.
Dowton, B. (2005). Imperatives in medical education and training in response to demands for a sustainable workforce. Medical Journal of Australia, 183, (11/12), 595–598.
Faught, W. (2004). CanMEDs roles and obstetrics and gynaecology: the time is now. Journal of Obstetrics and Gynaecology Canada, 26(9), 781–784.
Frank, J. R. and Danoff, D. (2007). The CanMEDS initiative: implementing an outcomes-based framework of physician competencies. Medical Teacher, 29(7), 642–647.
Frieman, A., Natesh, A., Barankin, B. and Shear, N. (2006). Dermatology postgraduate training in Canada: CanMEDS competencies. Dermatology Online, 12(1), 6.
Govaerts, M. J. B. (2008). Educational competencies or education for professional competence? Medical Education, 42(3), 234–236.
Grant, J. (2007). Changing postgraduate medical education: a commentary from the United Kingdom. Medical Journal of Australia, 186, 7(Supplement), S9–S13.
Herrington, A. and Herrington, J. (2006). Authentic Learning Environments in Higher Education. London: Idea Group.
Hodges, B. (2006). Medical education and the maintenance of incompetence. Medical Teacher, 28(8), 690–696.
James, R. (2002). Assessing Learning in Australian Universities, http://www.cshe.unimelb.edu.au/assessinglearning/index.html.
Jolly, B. (2007). The new curriculum framework and assessment practices: current challenges for postgraduate years 1 and 2. Medical Journal of Australia, 186(7), S33–S36.
McAllister, S. (2005). Competency Based Assessment of Speech Pathology Students’ Performance in the Workplace, Ph.D. thesis, Sydney: School of Communication Sciences and Disorders, University of Sydney.
Medical Specialist Training Steering Committee (2006). More Doctors, Better Training: Specialist Medical Training to Meet the Needs of All Australians to 2016. Reference Group 3 Report. Canberra: Department of Health and Ageing. http://www.health.gov.au/internet/main/publishing.nsf/Content/work-edu-spectr-mstsc-rept-toc∼work-edu-spectr-mstsc-rept-app-e.
MMC (Modernising Medical Careers) (2007). A Guide to Postgraduate Specialty Training in the UK: The Gold Guide. http://www.mmc.nhs.uk/pdf/Gold%20Guide%202007.pdf.
Murphy, D. J., Bruce, D. A., Mercer, S. W. and Eva, K. W. (2009). The reliability of workplace-based assessment in postgraduate medical education and training: a national evaluation in general practice in the United Kingdom. Advances in Health Sciences Education Theory Practice, 14(2), 219–232.
Nicol, D. (2007). Principles of good assessment and feedback: Theory and practice. From the REAP International Online Conference on Assessment Design for Learner Responsibility, 29th–31st May 2007. http://www.reap.ac.uk/public/Papers/Principles_of_good_assessment_and_feedback.pdf; http://www.reap.ac.uk/resources.html.
Norcini, J. (2003). ABC of learning and teaching in medicine; work based assessment. BMJ, 326, 753–755.
Norcini, J. and Burch, V. (2007). Workplace-based assessment as an educational tool: AMEE Guide No 31. Medical Teacher, 29(9), 855–871.
PMETB (Postgraduate Medical Education and Training Board) (2007). Developing and Maintaining an Assessment System – A PMETB Guide to Good Practice, Postgraduate Medical Education and Training Board. http://www.gmc-uk.org/Assessment_good_practice_v0207.pdf_31385949.pdf.
RCPSC (Royal College of Physicians and Surgeons of Canada) (2007). The CanMEDS Framework. http://rcpsc.medical.org/canmeds/.
Ringsted, C., Henriksen, A. H., Skaarup, A. M. and van der Vleuten, C. P. (2004). Educational impact of in-training assessment (ITA) in postgraduate medical education: a qualitative study of an ITA programme in actual practice. Medical Education, 38(7), 767–777.
Scheele, F., Teunissen, P., van Luijk, S. et al. (2008). Introducing competency-based postgraduate medical education in the Netherlands. Medical Teacher, 30(3), 248–253.
Schuwirth, L. W. T. and van der Vleuten, C. P. M. (2004). Changing education, changing assessment, changing research? Medical Education, 38(8), 805–812.
Schuwirth, L. W. T. and van der Vleuten, C.P. (2006a). Challenges for educationalists. BMJ, 333, 7657.
Schuwirth, L. W. and van der Vleuten, C. P. (2006b). A plea for new psychometric models in educational assessment. Medical Education, 40(4), 296–300.
Shumway, J. M. and Harden, R. M. (2003). AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician. Medical Teacher, 25(6), 569–584.
Stubbe, D., Heyneman, E. and Stock, S. (2007). A stitch in time saves nine: intervention strategies for the remediation of competency. Child and Adolescent Psychiatric Clinics of North America, 16(1), 249–264.
ten Cate, O. (2005). Entrustability of professional activities and competency based training. Medical Education, 39, 1176–1177.
ten Cate, O. and Scheele, F. (2007). Competency-based postgraduate training: Can we bridge the gap between theory and clinical practice? Academic Medicine, 82, 542–547.
van der Vleuten, C. and Schuwirth, L. (2005). Assessing professional competence: from methods to programmes. Medical Education, 39(3), 309–317.
Veloski, J., Boex, J. R., Grasberger, M. J., Evans, A. and Wolfson, D. B. (2006). Systematic review of the literature on assessment, feedback and physician's clinical performance: BEME Guide No 7. Medical Teacher, 28(2), 117–128.