Advanced search
Publication Cover
Medical Teacher Volume 30, 2008 - Issue 2
Submit an article Journal homepage
1,018
Views
26
CrossRef citations to date
0
Altmetric
Original

“You can do it late at night or in the morning. You can do it at home, I did it with my flatmate.” The educational impact of an OSCE

Joy Rudland University of Otago, DunedinNew ZealandView further author information
,
Tim Wilkinson University of Otago, DunedinNew ZealandView further author information
,
Kelby Smith-Han University of Otago, DunedinNew ZealandCorrespondence[email protected]
View further author information
&
Mark Thompson-Fawcett University of Otago, DunedinNew ZealandView further author information
Pages 206-211 | Published online: 03 Jul 2009

Citations (26)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (7)

Peter Yeates, Adriano Maluf, Ruth Kinston, Natalie Cope, Kathy Cullen, Aidan Cole, Vikki O’Neill, Ching-wa Chung, Rhian Goodfellow, Rebecca Vallender, Sue Ensaff, Rikki Goddard-Fuller, Robert McKinley & Geoff Wong. (2024) A realist evaluation of how, why and when objective structured clinical exams (OSCEs) are experienced as an authentic assessment of clinical preparedness. Medical Teacher 0:0, pages 1-9.
Read now
Sagar Mittal, Victoria Lau, Katie Prior & Joseph Ewer. (2022) Twelve tips for medical students on how to maximise remote learning. Medical Teacher 44:8, pages 851-858.
Read now
Alexandra MacKenzie & Adina Smith. (2021) A Response to “Influence of Personality Traits and Learning Styles on Undergraduate Medical Students’ Academic Achievement” – A Medical Student Perspective [Letter]. Advances in Medical Education and Practice 12, pages 853-854.
Read now
Christopher Harrison$suffix/text()$suffix/text(). (2019) Can we redesign the MRCGP assessment to support lifelong learning?. Education for Primary Care 30:1, pages 9-12.
Read now
Alexandre Lafleur, Jonathan Laflamme, Jimmie Leppink & Luc Côté. (2017) Task Demands in OSCEs Influence Learning Strategies. Teaching and Learning in Medicine 29:3, pages 286-295.
Read now
Christopher J. Harrison, Adrian J. Molyneux, Sara Blackwell & Valerie J. Wass. (2015) How we give personalised audio feedback after summative OSCEs. Medical Teacher 37:4, pages 323-326.
Read now
James G. M. Crossley. (2014) Addressing learner disorientation: Give them a roadmap. Medical Teacher 36:8, pages 685-691.
Read now

Articles from other publishers (19)

Vivienne Mak, Daniel Malone, Nilushi Karunaratne, Wendy Yao, Lauren Randell & Thao Vu. (2022) A Video-Based Reflective Design to Prepare First Year Pharmacy Students for Their First Objective Structured Clinical Examination (OSCE). Healthcare 10:2, pages 280.
Crossref
Folarin Odusola, Jennifer L. Smith, Eva Turrigiano, Matisyahu Shulman, John T. Grbic, James B. Fine, Mei‐Chen Hu, Edward V. Nunes, Adam Bisaga & Frances R. Levin. (2021) The utility of a formative one‐station objective structured clinical examination for Substance use disorders in a dental curriculum. European Journal of Dental Education 25:4, pages 813-828.
Crossref
Alice Germa, Marjolaine Gosset, Céline Gaucher, Claire Valencien, Marion Schlumberger, Marie‐Laure Colombier, Nathan Moreau, Loredana Radoï, Tchilalo Boukpessi, Tiphaine Davit‐Beal, Sibylle Vital & Claudine Wulfman. (2020) OSCEGame: A serious game for OSCE training. European Journal of Dental Education 25:4, pages 657-663.
Crossref
Margaret Bearman, Rola Ajjawi, Sue Bennett & David Boud. (2020) The hidden labours of designing the Objective Structured Clinical Examination: a Practice Theory study. Advances in Health Sciences Education 26:2, pages 637-651.
Crossref
Stefan Müller, Ines Koch, Utz Settmacher & Uta Dahmen. (2019) How the introduction of OSCEs has affected the time students spend studying: results of a nationwide study. BMC Medical Education 19:1.
Crossref
Christopher Harrison. (2018) Aiming for agency and authenticity in assessment. Perspectives on Medical Education 7:6, pages 348-349.
Crossref
Margaret Bearman & Rola Ajjawi. (2017) Actor-network theory and the OSCE: formulating a new research agenda for a post-psychometric era. Advances in Health Sciences Education 23:5, pages 1037-1049.
Crossref
Tony Foley, Kathleen McLoughlin, Elaine K Walsh, Paul Leggett, Muríosa O'Reilly, Molly Owens & Aisling A Jennings. (2018) The candidate perspective of the clinical competency test (CCT) of the MICGP examination: a mixed-methods study. BJGP Open 2:3, pages bjgpopen18X101605.
Crossref
Daniel S. Furmedge, Laura-Jane Smith & Alison Sturrock. (2016) Developing doctors: what are the attitudes and perceptions of year 1 and 2 medical students towards a new integrated formative objective structured clinical examination?. BMC Medical Education 16:1.
Crossref
Alexandre Lafleur & Luc Côté. (2016) Programmes’ and students’ roles in test-enhanced learning. Medical Education 50:7, pages 702-703.
Crossref
Jeanne M. Sandella, Alex Peters, Larissa L. Smith & John R. Gimpel. (2016) Preparation Strategies of Osteopathic Medical Students for the COMLEX-USA Level 2-PE. Journal of Osteopathic Medicine 116:4, pages 234-242.
Crossref
Kelly J. Kwant, Eugene J. F. M. Custers, Femke J. Jongen-Hermus & Manon Kluijtmans. (2015) Preparation by mandatory E-modules improves learning of practical skills: a quasi-experimental comparison of skill examination results. BMC Medical Education 15:1.
Crossref
Christopher J. Harrison, Karen D. Könings, Lambert Schuwirth, Valerie Wass & Cees van der Vleuten. (2014) Barriers to the uptake and use of feedback in the context of summative assessment. Advances in Health Sciences Education 20:1, pages 229-245.
Crossref
Alexandre Lafleur, Luc Côté & Jimmie Leppink. (2015) Influences of OSCE design on students’ diagnostic reasoning. Medical Education 49:2, pages 203-214.
Crossref
Brian D. Hodges, Elisa Hollenberg, Nancy McNaughton, Mark D. Hanson & Glenn Regehr. (2014) The Psychiatry OSCE: A 20-Year Retrospective. Academic Psychiatry 38:1, pages 26-34.
Crossref
Chris Dewberry, Anna Davies‐Muir & Simon Newell. (2013) Impact and Causes of Rater Severity/Leniency in Appraisals without Postevaluation Communication Between Raters and Ratees. International Journal of Selection and Assessment 21:3, pages 286-293.
Crossref
Robbert J. Duvivier, Koos van Geel, Jan van Dalen, Albert J. J. A. Scherpbier & Cees P. M. van der Vleuten. (2011) Learning physical examination skills outside timetabled training sessions: what happens and why?. Advances in Health Sciences Education 17:3, pages 339-355.
Crossref
J. M. WellerM. Henning. (2011) Impact of Assessments on Learning and Quality of Life during Anaesthesia Training in Australia and New Zealand. Anaesthesia and Intensive Care 39:1, pages 35-39.
Crossref
SantoshK Chaturvedi & PrabhaS Chandra. (2010) Postgraduate trainees as simulated patients in psychiatric training: Role players and interviewers perceptions. Indian Journal of Psychiatry 52:4, pages 350.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.