[1]
|
Baral, N., & Paudel, B. H. (2007). An evaluation of training of teachers in medical education in four medical schools of Nepal. Nepal Medical College Journal, 9, 157-161.
|
[2]
|
Bourbonnais, F., Langford, S., & Giannantonio, L. (2008). Development of a clinical evaluation tool for baccalaureate nursing students. Nurse Educational Practice, 8, 62-71.
doi:10.1016/j.nepr.2007.06.005
|
[3]
|
Brown, N., & Doshi, M. (2006). Assessing professional and clinical competence: The way forward. Advances in Psychiatric Treatment, 12, 81-91.
|
[4]
|
Cogbill, K. K., O’Sullivan, P. S., & Clardy, J. (2005). Residents’ perception of effectiveness of twelve evaluation methods for measuring competency. Academic Psychiatry, 29, 76-81.
doi:10.1176/appi.ap.29.1.76
|
[5]
|
Colletti, L. M. (2000). Difficulty with Negative Feedback: Face-to-face evaluation of junior medical student clinical performance results in grade inflation. The Journal of Surgical Research, 90, 82-87.
doi:10.1006/jsre.2000.5848
|
[6]
|
Collins, J. (2006). Writing multiple choice questions for continuing medical education activities and self-assessment modules. Radiographcs, 26, 543-551. doi:10.1148/rg.262055145
|
[7]
|
Dannefer, E., Henson, L., Bierer, S., et al. (2005). Peer assessment of professional competence. Medical Education, 39, 713-722.
doi:10.1111/j.1365-2929.2005.02193.x
|
[8]
|
Gigante, J., & Swan, R. A. (2010). Simplified observation tool for residents in the outpatient clinic. Journal of Graduate Medical Education, 2, 108-110. doi:10.4300/JGME-D-09-00090.1
|
[9]
|
http://www.acgme.org/outcome/e-learn/redir_module3manual.asp
|
[10]
|
Jafarzadeh, A., (2009). Designing the OSCE method for evaluation of practical immunology course of medical students: In comparison to written-MCQ and oral examination. Rawal Medical Journal, 34, 219-222.
|
[11]
|
Johnson, N., & Chen, J. (2006). Medical student evaluation of teaching quality between obstetrics and gynecology residents and faculty as clinical preceptors in ambulatory gynecology. American Journal of Obstetrics & Gynecology, 195, 1479-1483.
doi:10.1016/j.ajog.2006.05.038
|
[12]
|
Joyce, B. (2006). Developing an assessment system. Facilitator’s Guide. Accreditation Council for Graduate Medical Education,
|
[13]
|
Kogan, J., Bellina, L., & Shea, J. (2003). Feasibility, reliability, and validity of the Mini-CEX in a medicine core clerkship. Academic Medicine, 78, 533-535.
|
[14]
|
Mc Coubrie, P. (2004). Improving the fairness of multiple-choice questions: A literature review. Medical Teaching, 26, 709-712.
doi:10.1080/01421590400013495
|
[15]
|
Michels, N. R., Driessen, E. W., Muijtjens, A. M., Van Gaal, L. F., Bossaert, L. L., & De Winter, B. Y. (2009). Portfolio assessment during medical internships: How to obtain a reliable and feasible assessment procedure? Education Health, 22, 313.
|
[16]
|
Norcini, J., & McKinle, D. (2007). Assessment methods in medical education. Teaching and Teacher Education, 23, 239-250.
doi:10.1016/j.tate.2006.12.021
|
[17]
|
Pearce, G., & Lee, G. (2007). Marketing student perceptions of viva voce (oral examination) as an Assessment Method. ANZMAC 2007: Reputation, Responsibility, Relevance. 8.
|
[18]
|
Ronald, M., & Epstein, M. D. (2007). Assessment in medical education. The New England Journal of Medicine, 356, 387-396.
doi:10.1056/NEJMra054784
|
[19]
|
Shumway, J. M., & Harden, R. M. ( 2003). AMEE education guide No. 25: The assessment of learning outcomes for the competent and reflective physician. Medical Teaching, 25, 569-584.
doi:10.1080/0142159032000151907
|
[20]
|
Singh, T., & Sharma, M. (2010). Mini-clinical examination (CEX) as a tool for formative assessment. The National Medical Journal of India, 23, 100-102.
|
[21]
|
Sultana, C. (2006). The objective structured assessment of technical skills and the ACGME competencies. Obstetrics and Gynecology Clinics of North America, 33, 259-265.
|
[22]
|
Tabish, A. (2010). Assessment methods in medical education. Intenational Journal of Health Sciences, 2, 3-7.
|
[23]
|
Wilkinson, J., & Wade, W. (2005). New methods of performance assessment for trainees. RCPath Bulletin, 132, 12-15.
|