Young ME, Cummings BA, St-Onge C. Ensuring the quality of multiple-choice exams administered to small cohorts: A cautionary tale. Perspect Med Educ. 2017;6(1):21-28.
Young ME, Thomas A, Varpio L, Razack S, Hanson MD, Slade S, Dayem K, McKnight DJ. Facilitating admissions of diverse students: A six-point, evidence-informed framework for pipeline and program development. Perspect Med Educ. 2017;6(2):82-90.
Thomas A, Young ME, Mazer BL, Lubarsky SE, & Razack SI. Reliability and validity of multiple mini interviews for admissions to an occupational therapy professional program. Br J Occup Ther. 2017;80(9):558-567.
Sternszus R, Steinert Y, Bhanji F, Andonian S, Snell L. Evaluating a novel resident role modeling program. Clin Teach. 2017;15(3):252-257.
Gomez-Garibello C, Young ME. Emotions and assessment: Considerations for rater-based judgments of entrustment. Cross-Cutting Edge. Med Educ. 2017;52(3):254-262.
Graves L, Lalla L, Young ME. Evaluation of perceived and actual competency in a family medicine objective structured clinical examination. Can Fam Physician. 2017;63(4):e238-e243.
Harris P, Bhanji F, Topps M, Ross S, Lieberman S, Frank J, Snell L, Sherbino J. Evolving concepts of assessment in a competency-based world. Med Teach. 2017;39(6):603-608.
Bouhabel S, Kay-Rivest E, Nhan C, Bank I, Nugus P, Fisher R, Nguyen LHP. Error detection-based model to assess educational outcomes in crisis resource management training: A pilot study. Otolaryngology Head Neck Surg. 2017;156(6):1080-1083.
Barrett A, Galvin R, Steinert Y, Scherpbier A, O'Shaughnessy A, Horgan M, Horsley T. A BEME (Best Evidence in Medical Education) review of the use of workplace-based assessment in identifying and remediating underperformance among postgraduate medical trainees: BEME Guide No. 43. Medical Teacher. 2016; 38(12): 1188-1198.
Lee SS. and Noel G. Assessment of a Novel Team-Based Learning tool in in a Canadian Dental Hygiene Class. International Journal of Dental Hygiene. 2016.
St-Onge C, Young M, Eva K, Hodges B. Validity: one word with a plurality of meanings. Adv Health Sci Educ Theory Pract. 2016.
Barrett A, Galvin R, Steinert Y, Scherpbier A, O’Shaughnessy A, Horgan M, Horsley T. A BEME (Best Evidence in Medical Education) systematic review of the use of workplace-based assessment in identifying and remediating poor performance among postgraduate medical trainees. Syst Rev. 2015; 4:65.
Durning SJ, Lubarsky S, Torre D, Dory V, Holmboe E. Considering "nonlinearity" across the continuum in medical education assessment: Supporting theory, practice, and future research directions. J Contin Educ Health. 2015;35(3):232-243.
Macdonald ME, Beaudin A, Pineda C. What do patients think about dental services in Quebec? An analysis of a dentist rating website. J Can Den Assoc. 2015;81:f3.
McConnell MM, St-Onge C, Young ME. The benefits of testing for learning on later performance. Adv Health Sci Educ Theory Pract. 2015;20(2):305-320.
Noureldin YA, Elkoushy MA, Andonian S. Assessment of percutaneous renal access skills during Urology Objective Structured Clinical Examinations (OSCE). Can Urol Assoc J. 2015;9(3-4):E104-8.
Razack S, Hodges B, Steinert Y, Maguire M. Seeking inclusion in an exclusive process: Discourses of student selection for medical school. Med Educ. 2015; 49:36-47.
St-Onge C, Young ME. Evolving conceptualizations of validity: impact on the process and outcome of assessment. Invited commentary in Medical Education 2015;49(6): 548-50;3.
Thomas A, Young M, Mazer B, Lubarsky S, Razack S. Candidates’ and interviewers’ perceptions of multiple mini interviews for admissions to an occupational therapy program. Occup Ther Health Care. 2015;29(2):186-200.