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本文引用的文献

1
Driving lesson or driving test? : A metaphor to help faculty separate feedback from assessment.驾驶课还是驾驶考试？：一个帮助教师将反馈与评估分开的隐喻。
Perspect Med Educ. 2021 Jan;10(1):50-56. doi: 10.1007/s40037-020-00617-w.
2
The Evolution of Assessment: Thinking Longitudinally and Developmentally.评估的演进：纵向与发展性思维
Acad Med. 2020 Nov;95(11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 59th Annual Research in Medical Education Presentations):S7-S9. doi: 10.1097/ACM.0000000000003649.
3
The compatibility principle: on philosophies in the assessment of clinical competence.兼容性原则：临床能力评估中的哲学思考
Adv Health Sci Educ Theory Pract. 2020 Oct;25(4):1003-1018. doi: 10.1007/s10459-019-09939-9. Epub 2019 Nov 1.
4
Stakes in the eye of the beholder: an international study of learners' perceptions within programmatic assessment.旁观者眼中的利害关系：国际计划评估学习感知研究。
Med Educ. 2018 Jun;52(6):654-663. doi: 10.1111/medu.13532. Epub 2018 Mar 24.
5
Cutting the Gordian knot: a two-part approach to the evaluation and professional development of residents.快刀斩乱麻：住院医师评估与职业发展的两部分方法。
Acad Med. 1997 Oct;72(10):876-80. doi: 10.1097/00001888-199710000-00011.

Workplace-based licensing assessments: an idea worth considering?

作者信息

Hatala Rose, Tavares Walter

机构信息

Department of Medicine, University of British Columbia, British Columbia, Canada.

The Wilson Centre and Temerty Faculty of Medicine, University Health Network, University of Toronto, Ontario, Canada.

出版信息

Can Med Educ J. 2022 Aug 26;13(4):115-116. doi: 10.36834/cmej.73837. eCollection 2022 Aug.

DOI:10.36834/cmej.73837
PMID:36091735
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9441125/
Abstract
摘要