Why we must incorporate primum non nocere into assessment reappraisal

Desy, Janeve; Bendiak, Glenda; Mclaughlin, Kevin

doi:https://doi.org/10.36834/cmej.79224

Brown T, Berman S, McDaniel K, et al. Trauma-Informed Medical Education (TIME): advancing curricular content and educational context. Acad Med 2021;96(5):661-667. https://doi.org/10.1097/ACM.0000000000003587.

10.1097/ACM.0000000000003587 Google Scholar

McManus IC, Thompson M, Mollon J. Assessment of examiner leniency and stringency ('hawk-dove effect') in the MRCP(UK) clinical examination (PACES) using multi-facet Rasch modelling. BMC Med Educ 2006;6:42. https://doi.org/10.1186/1472-6920-6-42.

10.1186/1472-6920-6-42 Google Scholar

Hoyt WT. Rater bias in psychological research: when is it a problem and what can we do about it? Psychol Methods 2000;5(1):64-86. https://doi.org/10.1037/1082-989x.5.1.64.

10.1037/1082-989X.5.1.64 Google Scholar

Kane MT. Validation. In: Brennan RL, ed. Educational measurement. 4th ed. Westport.: Praeger; 2006:17-64.

Google Scholar

Messick S. Test validity and the ethics of assessment. Amer Psychol. 1980;35:1012-1027.

10.1037/0003-066X.35.11.1012 Google Scholar

Why we must incorporate primum non nocere into assessment reappraisalPourquoi nous devons intégrer le principe de primum non nocere dans la réévaluation des évaluations

Bibliography

Parties annexes

Bibliography

Outils de citation

Citer cet article

Exporter la notice de cet article