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Medical Teacher Volume 44, 2022 - Issue 8
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Ottawa Consensus Statement

Technology enhanced assessment: Ottawa consensus statement and recommendations

Richard Fullera Christie Education, The Christie NHS Foundation Trust, Manchester, UKCorrespondence[email protected]
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Viktoria C. T. Goddardb School of Medicine, University of Liverpool, Liverpool, UKView further author information
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Vishna D. Nadarajahc International Medical University, Kuala Lumpur, MalaysiaORCID Iconhttps://orcid.org/0000-0002-7126-7189View further author information
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Tamsin Treasure-Jonesd Kubify, Leeds, UKView further author information
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Peter Yeatese School of Medicine, University of Keele, Keele, UKORCID Iconhttps://orcid.org/0000-0001-6316-4051View further author information
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Karen Scottf Faculty of Medicine and Health, University of Sydney, Sydney, AustraliaORCID Iconhttps://orcid.org/0000-0003-0721-6675View further author information
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Alexandra Webbg College of Health and Medicine, Australian National University, Canberra, AustraliaView further author information
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Krisztina Valterh John Curtin School of Medical Research, Australian National University, Canberra, AustraliaView further author information
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Eeva Pyoralai Center for University Teaching and Learning, University of Helsinki, Helsinki, FinlandORCID Iconhttps://orcid.org/0000-0002-2474-2434View further author information
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Pages 836-850 | Published online: 30 Jun 2022

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Irena Zakarija-Grković, Aleksandar Stepanović, Davorina Petek, Marion Tomičić, Zlata Ožvačić, Venija Cerovecki, Igor Švab & Vesna Homar. (2023) Transitioning from face-to-face to distance education. Part 1: A cross-sectional study in the former Yugoslavia during COVID-19. European Journal of General Practice 29:1.
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Katharine Boursicot, Sandra Kemp, John Norcini, Vishna Devi Nadarajah, Susan Humphrey-Murto, Elize Archer, Jen Williams, Eeva Pyörälä & Riitta Möller. (2023) Synthesis and perspectives from the Ottawa 2022 conference on the assessment of competence. Medical Teacher 45:9, pages 978-983.
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Articles from other publishers (7)

Bahar Memarian & Tenzin Doleck. (2024) A review of assessment for learning with artificial intelligence. Computers in Human Behavior: Artificial Humans 2:1, pages 100040.
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Alison Callwood, Jenny Harris, Lee Gillam, Sarah Roberts, Angela Kubacki, Angelos Christidis & Paul Alexander Tiffin. (2023) Cross-sectional evaluation of an asynchronous multiple mini-interview (MMI) in selection to health professions training programmes with 10 principles for fairness built-in. BMJ Open 13:10, pages e074440.
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Lois Haruna-Cooper & Mohammed Ahmed Rashid. (2023) GPT-4: the future of artificial intelligence in medical school assessments. Journal of the Royal Society of Medicine 116:6, pages 218-219.
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Peter M. Smith, Joanne Bowles, Mark Jellicoe, Manu Mathur, Lorraine Molyneux, Leigh-Ann Randell, Richard N. Smith & Sabeel P. Valappil. (2023) Introducing open-book examinations in clinical education: A case study. Developing Academic Practice 2023:Special, pages 71-81.
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Samar Ahmed, Fouzia Shersad, Arina Ziganshina, Mariam Shadan, Abdelmoneim Elmardi & Yousif El Tayeb. (2023) Operationalizing competency-based assessment: Contextualizing for cultural and gender divides. MedEdPublish 13, pages 210.
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Sandra Kemp, Viktoria C. T. Goddard, Katharine Boursicot, Richard Fuller & Vishna Devi Nadarajah. (2023) Supporting validity: steps to contextualise applications for technology and assessment, for learning. MedEdPublish 13, pages 37.
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Kyong-Jee Kim. (2022) Moving forward: embracing challenges as opportunities to improve medical education in the post-COVID era. Humanities and Social Sciences Communications 9:1.
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