Aubin, A.S., Renaud, J.S., St-Onge, C. (2018). Detecting Rater Bias using Person-Fit Statistics: A Monte Carlo Simulation Study. Perspectives on Medical Education, On-line First, 1-10.

Boileau, E., Patenaude, J., St-Onge, C. (2018) Twelve tips to avoid ethical pitfalls when recruiting students as research subjects. Medical Teacher, 40(1), 20-25

Boileau, É., Talbot-Lemaire, M., Bélanger, M. & St-Onge, C., (2018) “Playing in the big leagues now”: Exploring feedback receptivity during the transition to residency. Health Professions Education. doi.org/10.1016/j.hpe.2018.09.003

Cambron-Goulet, É., Dumas, J.-P.; Bergeron, E., Bergeron, L., & St-Onge, C. (2018) Guidelines for writing exams that assess clinical reasoning: Insight from a modified delphi study. Health Professions Education. On-line First.

Chahine, S., Kulasegaram, K., Wright, S., Monteiro, S., Grierson, L.E.M., Barber, C., Sebok-Syer, S.S., McConnell, M.M., Yen, W., De Champlain, A., Touchie, C. (2018) A call to monitor educational change in the health care system using Big Data. Accepted in Academic Medicine.

Dory V, Allan K, Birnbaum L, Lubarsky S, Pickering J, Young ME. (in press). Ensuring the quality of multiple choice tests: an algorithm to facilitate decision making for difficult questions. Academic Medicine.

Dory V, Allan K, Birnbaum L, Lubarsky S, Pickering J, Young M. (in press) AM Last Page: Ensuring the quality of multiple choice tests: an algorithm to facilitate decision making for difficult questions. Acad Med.

Dory V, Gomez-Garibello C, Cruess R, Cruess S, Cummings BA, Young M (2018). The challenges in detecting progress of generic competencies in the clinical setting. Medical Education. In press.

Eva K, Brady C, Pearson M, Seto K. (2018) The pedagogical value of testing: How far does it extend? Advances in Health Sciences Education, 23:803-16.

Eva KW, Macala C, Fleming B. (2018) Twelve tips for constructing a Multiple Mini-Interview. Medical Teacher ePublished 2018 Jan 26.

Eva KW. (2018) Cognitive influences on complex performance assessment: Lessons from the interplay between medicine and psychology. Journal of Applied Research on Memory and Cognition, 7:177-88.

Gomez-Garibello C, Young ME. (2018). Emotions and assessment: Considerations for rater-based judgments of entrustment. Cross-Cutting Edge. Medical Education, 52(3): 254-262. DOI: 10.1111/medu.13476

Labbe M, Young ME, Nguyen LHP. (2018). Toolbox of assessment tools of technical skills in OTL-HNS: A systematic review. The Laryngoscope, 128:1571-1575. DOI: 10.1002/lary.26943

Labbe M, Young ME, Nguyen LHP. (2018). Validity evidence as a key factor in determining the quality of technical skills assessment in Otolaryngology – Head and Neck Surgery. The Laryngoscope, E-print available 10.1002/lary.27085

Lee, C.B., Madrazo, L., Khan, U., Thangarasa, T., McConnell, M.M., Khamisa, K. (2018) A student initiated peer-assisted objective structured clinical examination (OSCE) as a sustainable cost-effective learning experience for undergraduate medical students. Medical Education Online, 23(1).

Lorenzo, M., Lee, C.B., McConnell, M.M., Khamisa, K. (2018) Self-assessment difference between genders in a low-stakes objective structured clinical examination (OSCE). BMC Research Notes. 2018 (11): 1-4.

Lubarsky S, Dory V, Meterissian S, Lambert C, Gagnon R.(2018) Examining the effects of gaming and guessing on script concordance test scores. Perspectives in Med Ed, 7(3):174-181.

Lubarsky S, Dory V, Meterissian S, Lambert C, Gagnon R. (2018) Examining the effects of gaming and guessing on script concordance test scores. Perspectives on Medical Education, 7(3):174-181 

Marceau M, Gallagher F, Young M, St-Onge C. (2018). Validity as a social imperative for assessment in health professions education: a concept analysis. Medical Education, 52(6): 641-653. DOI: 10.1111/medu.13574

McConnell, M.M., Gu, A., Arshad, A., Mokhtari, A., Azzam, K. (2018) An innovative approach to identifying educational needs for intrinsic CanMEDS roles in continuing professional development. Medical Education Online, 23:1-8

McConnell, M.M., Hou, C., Panju, M., Panju, A., Azzam, K. (2018) Using testing to promote learning in continuing medical education. Canadian Medical Education Journal, Accepted.

Nhan C, Nguyen LHP, Bank I, Fisher R, Nugus P, Azzam M, Young M. (2018) Interdisciplinary Crisis Resource Management Training: How Do Otolaryngology Residents Compare? A Survey Study. OTO-Open: Issue 2 Volume 2.

Paquin H, Bank I, Young M, Nguyen LHP, Fisher R, Nugus P. (2018) Leadership in Emergency Situations: Leadership as Coordination? Leadersh Health Serv, 31(1):110-128.

Patterson F, Roberts C, Hanson M, Hampe W, Ponnamperuma G, Eva KW, Magzoub ME, Tekian A, Cleland J. (2018) 2018 Ottawa Consensus Statement: Selection and Recruitment in the Healthcare Professions. Medical Teacher. In press.

Poitras, ME., Legaré, F., Stacey, D., Kômer, M., Tchala, H., Zomahoun, H., Kienlin, S., Blanchette, P., Bernard-Hamel & Gallani, M-C. (2018). Interventions to improve trainers’ learning and interventions to improve trainers’ learning and behavior for educating health and social care professionnals: a systematic review. PROSPERO.

Pugh DM, Desjardins I, Eva K. (2018) How do formative Objective Structured Clinical Examinations drive learning? Analysis of residents’ perceptions. Medical Teacher, 40:45-52.

Rusticus S, Eva K, Peterson L. (2018) Construct-aligned rating scales improve the reliability of program evaluation data. Canadian Journal of Program Evaluation, 33.1:1-20.

Scott I, Gingerich A, Eva KW. (2018) Twelve tips for dealing with uncertainty when assessing learners. Medical Teacher In press.

St-Onge, C., Aubin, A.-S., & Renaud, J-.S. (2018). Detecting rater bias using person-fit statistics: a monte carlo simulation study. Perspectives on Medical Education 7(2), 83-92.

Tavares W, Sadowski A, Eva KW. (2018) Asking for less and getting more: The impact of broadening a rater’s focus in formative assessment. Academic Medicine ePublished 2018 May 26.

Young M, Dory V, Lubarsky S, Thomas A. (2018). AM Last Page: How different theories of clinical reasoning influence teaching and assessment. Acad Med, May 29. doi: 10.1097/ACM.0000000000002303.

Young ME, St-Onge C, Xiao J, Vachon Lachiver E, Torabi N. (2018). Characterizing the literature on validity and assessment in medical education: a bibliometric study. Perspectives on Medical Education, 7(3): 182-191. DOI: 10.1007/s40037-018-0433-x