ArticlePerspectives on medical education2024
The Next Era of Assessment Within Medical Education: Exploring Intersections of Context and Implementation.
Article in Perspectives on medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
10 citing papers in PubMed.
- Implementation of a Workplace-Based Telemedicine Simulation Program to Assess Clinical Skills After Transitions of Care.Journal of graduate medical education · 2026Article
- Coaching and Individualized Learning in Competency-Based Medical Education: Framework Development and Research Priorities.AEM education and training · 2026Review
- Reframing Validity: How Values Shape Assessment in Postgraduate Medical Education.Perspectives on medical education · 2026Article
- CBE and the Missing 'E': Making Competency-Based Education an Equitable Framework for Global Health Professions Education.Perspectives on medical education · 2026Article
- Article
- Developing a framework for medical student feedback literacy using a triangulated thematic analysis.Annals of medicine · 2025Article
- The Paradox of Knowledge: Why Medical Students Know More But Understand Less.Medical science educator · 2025Article
- Is it the right time to promote competency-based European Training Requirements in Ophthalmology? A European Board of Ophthalmology survey.Acta ophthalmologica · 2025Article
- Educators' perceptions and challenges of student assessment process at Prince Sattam Bin Abdulaziz University dentistry program: a qualitative study.BMC medical education · 2025Article
- Introducing the Next Era in Assessment.Perspectives on medical education · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In competency-based medical education (CBME), which is being embraced globally, the patient-learner-educator encounter occurs in a highly complex context which contributes to a wide range of assessment outcomes. Current and historical barriers to considering context in assessment include the existing post-positivist epistemological stance that values objectivity and validity evidence over the variability introduced by context. This is most evident in standardized testing. While always critical to medical education the impact of context on assessment is becoming more pronounced as many aspects of training diversify. This diversity includes an expanding interest beyond individual trainee competence to include the interdependency and collective nature of clinical competence and the growing awareness that medical education needs to be co-produced among a wider group of stakeholders. In this Eye Opener, we wish to consider:
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.