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Lambert Schuwirth

Lambert Schuwirth

D-Index & Metrics

Social Sciences and Humanities

D-Index
62
Citations
14335
World Ranking
1272
National Ranking
94

Overview

Lambert Schuwirth is affiliated with Flinders University in Australia and has contributed extensively to the field of medicine, with a particular focus on medical education. Their research spans a broad range of topics that include innovations in medical education, clinical reasoning and diagnostic skills, radiology practices and education, global health workforce issues, medical education and admissions, higher education learning practices, and student assessment and feedback.

Their recent notable publications include:

  • A history of assessment in medical education, 2020, Advances in Health Sciences Education
  • Mapping clinical reasoning literature across the health professions: a scoping review, 2020, BMC Medical Education
  • Workplace-based assessments in postgraduate medical education: A hermeneutic review, 2020, Medical Education
  • Fairness in human judgement in assessment: a hermeneutic literature review and conceptual framework, 2020, Advances in Health Sciences Education
  • An international study on the implementation of programmatic assessment: Understanding challenges and exploring solutions, 2022, Medical Teacher

Their collaborative work often involves several frequent co-authors, including Steven J. Durning with whom they have published 12 papers, Nyoli Valentine with 5 collaborative works, Dario Torre with 4, and both E. Michael Shanahan and Julie Ash each with 4 joint publications.

Schuwirth's research is commonly published in several key venues such as Advances in Health Sciences Education with 5 publications, Medical Education with 4, Medical Teacher with 3, Diagnosis with 3, and Perspectives on Medical Education also with 3 works.

The scientific domains covered by their work are predominantly in medicine, with 77 publications. Their subfields focus largely on public health, environmental, and occupational health (37 publications), family practice (19), education (15), radiology, nuclear medicine and imaging (12), and emergency medical services (6).

Best Publications

  • Programmatic assessment: From assessment of learning to assessment for learning

    Cees P. M. Van Der Vleuten

  • A model for programmatic assessment fit for purpose

    C. P. M. Van Der Vleuten;L. W. T. Schuwirth;E. W. Driessen;J. Dijkstra

  • The assessment of professional competence: building blocks for theory development

    C. P. M. van der Vleuten;L. W. T. Schuwirth;F. Scheele;E. W. Driessen

  • Different written assessment methods: what can be said about their strengths and weaknesses?

    Cees P M van der Vleuten

  • Outcomes of longitudinal integrated clinical placements for students, clinicians and society

    Lucie Walters;Jennene Greenhill;Janet Richards;Helena Ward

  • Twelve Tips for programmatic assessment

    C. P. M. van der Vleuten;L. W. T. Schuwirth;E. W. Driessen;M. J. B. Govaerts

  • Broadening perspectives on clinical performance assessment: rethinking the nature of in-training assessment.

    Marjan J. B. Govaerts;Cees P. M. van der Vleuten;Arno M. M. Muijtjens

  • The use of qualitative research criteria for portfolio assessment as an alternative to reliability evaluation: a case study.

    E. Driessen;C. van der Vleuten;L. Schuwirth;J.W.F. van Tartwijk

  • The use of clinical simulations in assessment.

    L W T Schuwirth;C P M van der Vleuten

  • The impact of programmatic assessment on student learning: theory versus practice

    Sylvia Heeneman;Andrea Oudkerk Pool;Cees P M van der Vleuten

  • Context and clinical reasoning: understanding the perspective of the expert’s voice

    Steven Durning;Anthony R. Artino;Louis Pangaro;Cees P. M. van der Vleuten

  • Workplace-based assessment: effects of rater expertise.

    M. J. B. Govaerts;L. W. T. Schuwirth;C. P. M. Van der Vleuten;A. M. M. Muijtjens

  • Visualising the invisible: a network approach to reveal the informal social side of student learning

    J. Hommes;B. Rienties;W. de Grave;G. Bos

  • Workplace-based assessment: raters’ performance theories and constructs

    M. J. B. Govaerts;M. W. J. Van de Wiel;L. W. T. Schuwirth;C. P. M. Van der Vleuten

  • Changing education, changing assessment, changing research?

    Cees P M van der Vleuten

  • A plea for new psychometric models in educational assessment.

    Cees P M van der Vleuten

  • The Mechanism of Impact of Summative Assessment on Medical Students' Learning.

    Francois J Cilliers;Hanelie J. Adendorff;Nicoline Herman

  • Programmatic assessment and Kane's validity perspective.

    Cees P M van der Vleuten

  • Clarifying assumptions to enhance our understanding and assessment of clinical reasoning

    Steven J. Durning;Anthony R. Artino;Lambert Schuwirth;Cees van der Vleuten

  • A Model of the Pre-assessment Learning Effects of Summative Assessment in Medical Education.

    Francois J. Cilliers;Nicoline Herman;Hanelie J. Adendorff

  • A new framework for designing programmes of assessment.

    J. Dijkstra;C. P. M. Van der Vleuten;L. W. T. Schuwirth

Frequent Co-Authors

Steven J. Durning
Steven J. Durning Uniformed Services University of the Health Sciences
Cees P. M. van der Vleuten
Cees P. M. van der Vleuten Maastricht University
Anthony R. Artino
Anthony R. Artino George Washington University
Eric S. Holmboe
Eric S. Holmboe California University of Pennsylvania
Louis N. Pangaro
Louis N. Pangaro Uniformed Services University of the Health Sciences
Albert J. J. A. Scherpbier
Albert J. J. A. Scherpbier Maastricht University
Erik W. Driessen
Erik W. Driessen Maastricht University
Larry D. Gruppen
Larry D. Gruppen University of Michigan–Ann Arbor
John R. Boulet
John R. Boulet Foundation for Advancement of International Medical Education and Research

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