Citations (22)
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Felise B. Milan & Joseph H. Grochowalski. (2022) A resource efficient and reliable standard setting method for OSCEs: Borderline regression method using standardized patients as sole raters in clinical case encounters with medical students. Medical Teacher 44:8, pages 878-885.
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Jonathan C. Darling, Rebecca J. M. Bardgett & Matthew Homer. (2017) Can children acting as simulated patients contribute to scoring of student performance in an OSCE?. Medical Teacher 39:4, pages 389-394.
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Rebecca J.M. Bardgett, Jonathan C. Darling, Elizabeth Webster & Nicola Kime. (2016) What makes a good children’s doctor? Exploring the child perspective in the OSCE setting. Medical Teacher 38:5, pages 471-475.
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Debra Nestel, Roger Kneebone, Carmel Nolan, Kash Akhtar & Ara Darzi. (2011) Formative assessment of procedural skills: students’ responses to the Objective Structured Clinical Examination and the Integrated Performance Procedural Instrument. Assessment & Evaluation in Higher Education 36:2, pages 171-183.
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Godfrey Pell, Richard Fuller, Matthew Homer & Trudie Roberts. (2010) How to measure the quality of the OSCE: A review of metrics – AMEE guide no. 49. Medical Teacher 32:10, pages 802-811.
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Articles from other publishers (17)
Ahmed Mahmoud. (2023) A Comparison of Checklist and Domain-Based Ratings in the Assessment of Objective Structured Clinical Examination (OSCE) Performance. Cureus.
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Sinead Donnelly, Kathryn Ferris, Neil Kennedy, Thomas Bourke & Dara O'Donoghue. (2023) Patient and public involvement in paediatric medical education. Archives of disease in childhood - Education & practice edition 108:3, pages 205-209.
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Jr-Wei Wu, Hao-Min Cheng, Shiau-Shian Huang, Jen-Feng Liang, Chia-Chang Huang, Ling-Yu Yang, Boaz Shulruf, Ying-Ying Yang, Chen-Huan Chen, Ming-Chih Hou & Wayne Huey-Herng Sheu. (2022) Comparison of OSCE performance between 6- and 7-year medical school curricula in Taiwan. BMC Medical Education 22:1.
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Jr-Wei WuHao-Min ChengShiau-Shian HuangJen-Feng LiangChia-Chang HuangBoaz ShulrufYing-Ying YangChen-Huan ChenMing-Chih HouWayne Huey-Herng Sheu. (2022) Medical school grades may predict future clinical competence. Journal of the Chinese Medical Association 85:9, pages 909-914.
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Sandra K. Oza, Pablo Joo, Joseph H. Grochowalski, Steven Rougas, Paul George & Felise Milan. (2022) Novel use of an OSCE to assess medical students’ responses to a request for a low value diagnostic imaging test: A mixed methods analysis. Patient Education and Counseling 105:7, pages 2264-2269.
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Song Yi Park, Sang-Hwa Lee, Min-Jeong Kim, Ki-Hwan Ji & Ji Ho Ryu. (2021) Comparing the cut score for the borderline group method and borderline regression method with norm-referenced standard setting in an objective structured clinical examination in medical school in Korea. Journal of Educational Evaluation for Health Professions 18, pages 25.
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Samantha A. Starr, Margaret M. Plack, Karen L. Lewis & Benjamin Blatt. (2021) How Do Standardized Patients Form Their Complex Identities? The Impact of Interactions With Medical Students. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 16:1, pages 3-12.
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Andrea Lörwald, Felicitas-Maria Lahner, Daniel Stricker & Sören Huwendiek. (2021) Completing the picture on student performances in OSCEs: A mixed-methods study on integration of a standardized patient rating. Patient Education and Counseling 104:1, pages 85-91.
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Vanda Yazbeck Karam, Yoon Soo Park, Ara Tekian & Nazih Youssef. (2018) Evaluating the validity evidence of an OSCE: results from a new medical school. BMC Medical Education 18:1.
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Frederik Stephan, Hanjo Groetschel, Anja K Büscher, Deniz Serdar, Kjell A Groes & Rainer Büscher. (2018) Teaching paediatric basic life support in medical schools using peer teaching or video demonstration: A prospective randomised trial. Journal of Paediatrics and Child Health 54:9, pages 981-986.
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Markus Krautter, Katja Diefenbacher, Jobst-Hendrik Schultz, Imad Maatouk, Anne Herrmann-Werner, Nadja Koehl-Hackert, Wolfgang Herzog & Christoph Nikendei. (2017) Physical examination skills training: Faculty staff vs. patient instructor feedback—A controlled trial. PLOS ONE 12:7, pages e0180308.
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Svetislav Zaric & Louise A. Belfield. (2015) Objective Structured Clinical Examination (OSCE) with Immediate Feedback in Early (Preclinical) Stages of the Dental Curriculum. Creative Education 06:06, pages 585-593.
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Kingston Rajiah, Sajesh Kalkandi Veettil & Suresh Kumar. (2014) Standard setting in OSCEs: a borderline approach. The Clinical Teacher 11:7, pages 551-556.
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Jennifer L Johnston. (2014) Resistance is not futile: Foucault and a brave new world of medical education research. Medical Education 48:6, pages 554-555.
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Jennifer L Johnston, Gerard Lundy, Melissa McCullough & Gerard J Gormley. (2013) The view from over there: reframing the OSCE through the experience of standardised patient raters. Medical Education 47:9, pages 899-909.
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Omar Hasan Kasule. (2013) Overview of medical student assessment: Why, what, who, and how. Journal of Taibah University Medical Sciences 8:2, pages 72-79.
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James Parle, Nick Ross & Frank Coffey. (2012) Clinical teaching associates in medical education: the benefits of certification. The Clinical Teacher 9:5, pages 275-279.
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