Citations (105)
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Matt Homer. (2023) Setting defensible minimum-stations-passed standards in OSCE-type assessments. Medical Teacher 45:10, pages 1163-1169.
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Mohsen Tavakol, Brigitte E. Scammell & Angela P. Wetzel. (2022) Feedback to support examiners’ understanding of the standard-setting process and the performance of students: AMEE Guide No. 145. Medical Teacher 44:6, pages 582-595.
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Matt Homer & Jen Russell. (2021) Conjunctive standards in OSCEs: The why and the how of number of stations passed criteria. Medical Teacher 43:4, pages 448-455.
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Samantha Halman, Angel Yi Nam Fu & Debra Pugh. (2020) Entrustment within an objective structured clinical examination (OSCE) progress test: Bridging the gap towards competency-based medical education. Medical Teacher 42:11, pages 1283-1288.
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Matt Homer, Richard Fuller, Jennifer Hallam & Godfrey Pell. (2020) Setting defensible standards in small cohort OSCEs: Understanding better when borderline regression can ‘work’. Medical Teacher 42:3, pages 306-315.
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Bunmi Sherifat Malau-Aduli, Peta-Ann Teague, Karen D’Souza, Clare Heal, Richard Turner, David L. Garne & Cees van der Vleuten. (2017) A collaborative comparison of objective structured clinical examination (OSCE) standard setting methods at Australian medical schools. Medical Teacher 39:12, pages 1261-1267.
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Ivo Arnold. (2017) Resitting or compensating a failed examination: does it affect subsequent results?. Assessment & Evaluation in Higher Education 42:7, pages 1103-1117.
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Boaz Shulruf, Roger Booth, Heather Baker, Warwick Bagg & Mark Barrow. (2017) Using the Objective Borderline Method (OBM) to support Board of Examiners’ decisions in a medical programme. Journal of Further and Higher Education 41:3, pages 425-434.
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Matt Homer, Godfrey Pell & Richard Fuller. (2017) Problematizing the concept of the “borderline” group in performance assessments. Medical Teacher 39:5, pages 469-475.
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M. K. Yousef, L. Alshawwa, A. Tekian & Y. S. Park. (2017) Challenging the arbitrary cutoff score of 60%: Standard setting evidence from preclinical Operative Dentistry course. Medical Teacher 39:sup1, pages S75-S79.
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Laila Ahmed Bahammam. (2017) Cutoff score evaluation of undergraduate dental curriculum. Medical Teacher 39:sup1, pages S33-S36.
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Dennis Kreptul & Roger E. Thomas. (2016) Family medicine resident OSCEs: a systematic review. Education for Primary Care 27:6, pages 471-477.
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Godfrey Pell, Matt Homer & Richard Fuller. (2015) Investigating disparity between global grades and checklist scores in OSCEs. Medical Teacher 37:12, pages 1106-1113.
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Boaz Shulruf, Phillippa Poole, Philip Jones & Tim Wilkinson. (2015) The Objective Borderline Method: a probabilistic method for standard setting. Assessment & Evaluation in Higher Education 40:3, pages 420-438.
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Danette W. McKinley & John J. Norcini. (2014) How to set standards on performance-based examinations: AMEE Guide No. 85. Medical Teacher 36:2, pages 97-110.
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Monica L. Lypson, Steven M. Downing, Larry D. Gruppen & Rachel Yudkowsky. (2013) Applying the Bookmark method to medical education: Standard setting for an aseptic technique station. Medical Teacher 35:7, pages 581-585.
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Celia A. Taylor. (2011) Development of a modified Cohen method of standard setting. Medical Teacher 33:12, pages e678-e682.
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Vanessa Scherman, SarahJ. Howie & RoelJ. Bosker. (2011) Constructing benchmarks for monitoring purposes: evidence from South Africa. Educational Research and Evaluation 17:6, pages 511-525.
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Janke Cohen-Schotanus & Cees P. M. van der Vleuten. (2010) A standard setting method with the best performing students as point of reference: Practical and affordable. Medical Teacher 32:2, pages 154-160.
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Reg Dennick, Simon Wilkinson & Nigel Purcell. (2009) Online eAssessment: AMEE Guide No. 39. Medical Teacher 31:3, pages 192-206.
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Raja C. Bandaranayake. (2008) Setting and maintaining standards in multiple choice examinations: AMEE Guide No. 37. Medical Teacher 30:9-10, pages 836-845.
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O. Courteille, R. Bergin, O. Courteille, R. Bergin, D. Stockeld, S. Ponzer & U. Fors. (2008) The use of a virtual patient case in an OSCE-based exam – A pilot study. Medical Teacher 30:3, pages e66-e76.
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Isaac D. Gukas. (2007) Global paradigm shift in medical education: issues of concern for Africa. Medical Teacher 29:9-10, pages 887-892.
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Margery H. Davis, Zubair Amin, Joseph P. Grande, Angela E. O’Neill, Wojciech Pawlina, Thomas R. Viggiano & Rukhsana Zuberi. (2007) Case studies in outcome-based education. Medical Teacher 29:7, pages 717-722.
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Rosa Moreno‐López & David Hope. (2022) Can borderline regression method be used to standard set OSCEs in small cohorts?. European Journal of Dental Education 26:4, pages 686-691.
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Matt Homer. (2022) Pass/fail decisions and standards: the impact of differential examiner stringency on OSCE outcomes. Advances in Health Sciences Education 27:2, pages 457-473.
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