Students' perceptions towards self-directed learning in Ethiopian medical schools with new innovative curriculum: a mixed-method study von Kidane, Haftom Hadush, Roebertsen, Herma, van der Vleuten, Cees P M

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Context and clinical reasoning: understanding the perspective of the expert's voice von Durning, Steven, Artino Jr, Anthony R, Pangaro, Louis, van der Vleuten, Cees PM, Schuwirth, Lambert

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Validity in work-based assessment: expanding our horizons von Govaerts, Marjan, van der Vleuten, Cees PM

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Learning from clinical work: the roles of learning cues and credibility judgements von Watling, Christopher, Driessen, Erik, van der Vleuten, Cees P M, Lingard, Lorelei

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A history of assessment in medical education von Schuwirth, Lambert W. T., van der Vleuten, Cees P. M.

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Assessment in the context of problem-based learning von van der Vleuten, Cees P. M., Schuwirth, Lambert W. T.

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Development of an instrument for measuring different types of cognitive load von Leppink, Jimmie, Paas, Fred, Van der Vleuten, Cees P. M., Van Gog, Tamara, Van Merriënboer, Jeroen J. G.

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Changing the culture of assessment: the dominance of the summative assessment paradigm von Harrison, Christopher J, Könings, Karen D, Schuwirth, Lambert W T, Wass, Valerie, van der Vleuten, Cees P M

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Twelve tips to promote a feedback culture with a growth mind-set: Swinging the feedback pendulum from recipes to relationships von Ramani, Subha, Könings, Karen D., Ginsburg, Shiphra, van der Vleuten, Cees P. M.

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Self-entrustment: how trainees’ self-regulated learning supports participation in the workplace von Sagasser, Margaretha H., Kramer, Anneke W. M., Fluit, Cornelia R. M. G., van Weel, Chris, van der Vleuten, Cees P. M.

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Inter-rater variability as mutual disagreement: identifying raters’ divergent points of view von Gingerich, Andrea, Ramlo, Susan E., van der Vleuten, Cees P. M., Eva, Kevin W., Regehr, Glenn

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Context matters when striving to promote active and lifelong learning in medical education von Berkhout, Joris J, Helmich, Esther, Teunissen, Pim W, Vleuten, Cees P M, Jaarsma, A Debbie C

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Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-making von de Jong, Lubberta H, Bok, Harold G J, Schellekens, Lonneke H, Kremer, Wim D J, Jonker, F Herman, van der Vleuten, Cees P M

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Stakeholder perspectives on workplace-based performance assessment: towards a better understanding of assessor behaviour von de Jonge, Laury P. J. W. M., Timmerman, Angelique A., Govaerts, Marjan J. B., Muris, Jean W. M., Muijtjens, Arno M. M., Kramer, Anneke W. M., van der Vleuten, Cees P. M.

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Ottawa 2020 consensus statement for programmatic assessment - 1. Agreement on the principles von Heeneman, Sylvia, de Jong, Lubberta H., Dawson, Luke J., Wilkinson, Tim J., Ryan, Anna, Tait, Glendon R., Rice, Neil, Torre, Dario, Freeman, Adrian, van der Vleuten, Cees P. M.

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Managing tensions in assessment: moving beyond either–or thinking von Govaerts, Marjan J B, Vleuten, Cees P M, Holmboe, Eric S

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Bridging the gap: a five stage approach for developing specialty-specific entrustable professional activities von Kwan, James, Crampton, Roslyn, Mogensen, Lise L, Weaver, Roslyn, van der Vleuten, Cees P M, Hu, Wendy C Y

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A model of the pre-assessment learning effects of summative assessment in medical education von Cilliers, Francois J., Schuwirth, Lambert W. T., Herman, Nicoline, Adendorff, Hanelie J., van der Vleuten, Cees P. M.

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Patterns in clinical students’ self-regulated learning behavior: a Q-methodology study von Berkhout, Joris J., Teunissen, Pim W., Helmich, Esther, van Exel, Job, van der Vleuten, Cees P. M., Jaarsma, Debbie A. D. C.

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Very‐short‐answer questions: reliability, discrimination and acceptability von Sam, Amir H, Field, Samantha M, Collares, Carlos F, Vleuten, Cees P M, Wass, Val J, Melville, Colin, Harris, Joanne, Meeran, Karim

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