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Shelley B. Bhattacharya, Dory Sabata, Heather Gibbs, Stephen Jernigan, Nicholas Marchello, Denise Zwahlen, Frances M. Yang, Rajib K. Bhattacharya & Crystal Burkhardt. (2023) The SPEER: An interprofessional team behavior rubric to optimize geriatric clinical care. Gerontology & Geriatrics Education 44:2, pages 316-328.
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Jaideep S. Talwalkar, Tanya D. Murtha, Stephanie Prozora, Auguste H. Fortin$suffix/text()$suffix/text(), Laura J. Morrison & Matthew S. Ellman. (2020) Assessing Advanced Communication Skills via Objective Structured Clinical Examination: A Comparison of Faculty Versus Self, Peer, and Standardized Patient Assessors. Teaching and Learning in Medicine 32:3, pages 294-307.
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Claire B. Lee, Lorenzo Madrazo, Usman Khan, Tharshika Thangarasa, Meghan McConnell & Karima Khamisa. (2018) A student-initiated objective structured clinical examination as a sustainable cost-effective learning experience. Medical Education Online 23:1.
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Ulf Teichgräber, Maja Ingwersen, Max-Johann Sturm, Jan Giesecke, Manuel Allwang, Ida Herzog, Frederike von Gierke, Paul Schellong, Matthias Kolleg, Kathleen Lange, Daniel Wünsch, Katrin Gugel, Anne Wünsch, Janine Zöllkau, Inga Petruschke, Kristin Häseler-Ouart, Bianca Besteher, Swetlana Philipp, Urte Mille, Dominique Ouart, Jana Jünger, Thomas Kamradt, Mathias Pletz, Andreas Stallmach, Sina M. Coldewey, Ekkehard Schleußner, Ulrich Wedding & Martin Walter. (2024) Objective structured clinical examination to teach competency in planetary health care and management – a prospective observational study. BMC Medical Education 24:1.
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Brandon Stretton, Adam Montagu, Aline Kunnel, Jenni Louise, Nathan Behrendt, Joshua Kovoor, Stephen Bacchi, Josephine Thomas & Ellen Davies. (2024) Perceived and actual value of Student‐led Objective Structured Clinical Examinations. The Clinical Teacher.
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Amy McKay, John McCall & Alison M. Cairns. (2022) Peer assessment: Development and delivery of the OSCE. European Journal of Dental Education 27:2, pages 234-239.
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Lorenzo Madrazo, Jennifer DCruz, Natasha Correa, Klajdi Puka & Sheri-Lynn Kane. (2023) Evaluating the Quality of Written Feedback Within Entrustable Professional Activities in an Internal Medicine Cohort. Journal of Graduate Medical Education 15:1, pages 74-80.
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Gema Cidoncha, Marta Muñoz-Corcuera, Virginia Sánchez, María Jesús Pardo Monedero & Ana Antoranz. (2023) The Objective Structured Clinical Examination (OSCE) in Periodontology with Simulated Patient: The Most Realistic Approach to Clinical Practice in Dentistry. International Journal of Environmental Research and Public Health 20:3, pages 2661.
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Clément Buléon, Laurent Mattatia, Rebecca D. Minehart, Jenny W. Rudolph, Fernande J. Lois, Erwan Guillouet, Anne-Laure Philippon, Olivier Brissaud, Antoine Lefevre-Scelles, Dan Benhamou, François Lecomte, the SoFraSimS Assessment with simul group, Anne Bellot, Isabelle Crublé, Guillaume Philippot, Thierry Vanderlinden, Sébastien Batrancourt, Claire Boithias-Guerot, Jean Bréaud, Philine de Vries, Louis Sibert, Thierry Sécheresse, Virginie Boulant, Louis Delamarre, Laurent Grillet, Marianne Jund, Christophe Mathurin, Jacques Berthod, Blaise Debien, Olivier Gacia, Guillaume Der Sahakian, Sylvain Boet, Denis Oriot & Jean-Michel Chabot. (2022) Simulation-based summative assessment in healthcare: an overview of key principles for practice. Advances in Simulation 7:1.
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Julia Sader, Bernard Cerutti, Louise Meynard, Frédéric Geoffroy, Véronique Meister, Adeline Paignon & Noëlle Junod Perron. (2022) The pedagogical value of near-peer feedback in online OSCEs. BMC Medical Education 22:1.
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Sarika Grover, Maharsh Pandya, Chavini Ranasinghe, Saajan P. Ramji, Harroop Bola & Siddarth Raj. (2022) Assessing the utility of virtual OSCE sessions as an educational tool: a national pilot study. BMC Medical Education 22:1.
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Faisal Alsaif, Lamia Alkuwaiz, Mohammed Alhumud, Reem Idris, Lina Neel, Mansour Aljabry & Mona Soliman. (2022) Evaluation of the Experience of Peer-led Mock Objective Structured Practical Examination for First- and Second-year Medical Students. Advances in Medical Education and Practice Volume 13, pages 987-992.
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Antoinette Lam, Lydia Lam, Charlotte Blacketer, Roger Parnis, Kyle Franke, Morganne Wagner, David Wang, Yiran Tan, Lauren Oakden‐Rayner, Steve Gallagher, Seth W. Perry, Julio Licinio, Ian Symonds, Josephine Thomas, Paul Duggan & Stephen Bacchi. (2022) Professionalism and clinical short answer question marking with machine learning. Internal Medicine Journal 52:7, pages 1268-1271.
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Lucio R. Volino, Lindsay A. Brust-Sisti, Sarah Patel, Dipali Yeh, Mei T. Liu, Thea Cogan-Drew & J. Scott Parrott. (2022) Evaluation of Interprofessional Education on Effective Communication Between Pharmacy and Physician Assistant Students. Journal of Physician Assistant Education 33:2, pages 114-118.
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Joanna Lavery. (2022) Observed structured clinical examination as a means of assessing clinical skills competencies of ANPs. British Journal of Nursing 31:4, pages 214-220.
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Kelly Macauley, Stephanie Laprino & Tracy Brudvig. (2022) Perceptions of Physical Therapy Students on their Psychomotor Examinations: a Qualitative Study. Medical Science Educator 32:2, pages 349-360.
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Ji Hye Yu, Mi Jin Lee, Soon Sun Kim, Min Jae Yang, Hyo Jung Cho, Choong Kyun Noh, Gil Ho Lee, Su Kyung Lee, Mi Ryoung Song, Jang Hoon Lee, Miran Kim & Yun Jung Jung. (2021) Assessment of medical students’ clinical performance using high-fidelity simulation: comparison of peer and instructor assessment. BMC Medical Education 21:1.
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Parvaneh Vasli, Arezoo Shahsavari, Fatemeh Estebsari & Hanieh AsadiParvar-Masouleh. (2021) The predictors of nursing students' clinical competency in pre-internship objective structured clinical examination: The roles of exam anxiety and academic success. Nurse Education Today 107, pages 105148.
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Eve Cosker, Valentin Favier, Patrice Gallet, Francis Raphael, Emmanuelle Moussier, Louise Tyvaert, Marc Braun & Eva Feigerlova. (2021) Tutor–Student Partnership in Practice OSCE to Enhance Medical Education. Medical Science Educator 31:6, pages 1803-1812.
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Jian Hui Koo, Kim Yao Ong, Yun Ting Yap & Kum Ying Tham. (2020) The role of training in student examiner rating performance in a student-led mock OSCE. Perspectives on Medical Education 10:5, pages 293-298.
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Rhian Deslandes & Louise Hughes. (2021) Peer marking of OSCEs within a UK pharmacy undergraduate programme - student views. Pharmacy Education 21, pages 73-82.
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Lauren A. Maggio, Kelsey Larsen, Aliki Thomas, Joseph A. Costello & Anthony R. ArtinoJr.Jr.. (2020) Scoping reviews in medical education: A scoping review. Medical Education 55:6, pages 689-700.
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Susan M. Rhind, Jill MacKay, Andrew J. Brown, Caroline J. Mosley, John M. Ryan, Kirsty J. Hughes & Sharon Boyd. (2021) Developing Miller’s Pyramid to Support Students’ Assessment Literacy. Journal of Veterinary Medical Education 48:2, pages 158-162.
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Jinwoo Jeong, Song Yi Park & Kyung Hoon Sun. (2021) Agreement between medical students’ peer assessments and faculty assessments in advanced resuscitation skills examinations in South Korea. Journal of Educational Evaluation for Health Professions 18, pages 4.
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Marie Stenberg, Elisabeth Mangrio, Mariette Bengtsson & Elisabeth Carlson. (2021) Formative peer assessment in higher healthcare education programmes: a scoping review. BMJ Open 11:2, pages e045345.
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Simon Schwill, Johanna Fahrbach-Veeser, Andreas Moeltner, Christiane Eicher, Sonia Kurczyk, David Pfisterer, Joachim Szecsenyi & Svetla Loukanova. (2020) Peers as OSCE assessors for junior medical students – a review of routine use: a mixed methods study. BMC Medical Education 20:1.
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Rishad Khan, Saad Chahine, Steven Macaluso, Ricardo Viana, Caitlin Cassidy, Thomas Miller, Debra Bartley & Michael Payne. (2020) Impressions on Reliability and Students’ Perceptions of Learning in a Peer-Based OSCE. Medical Science Educator 30:1, pages 429-437.
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Reime Marit Hegg, Kvam Fred Ivan, Johnsgaard Tone & Aarflot Morten. (2020) Comparison of peer assessment and faculty assessment in an interprofessional simulation-based team training program. Nurse Education in Practice 42, pages 102666.
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Julia Freytag, Fabian Stroben, Wolf E. Hautz, Stefan K. Schauber & Juliane E. Kämmer. (2019) Rating the quality of teamwork—a comparison of novice and expert ratings using the Team Emergency Assessment Measure (TEAM) in simulated emergencies. Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine 27:1.
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Dolores R. Serrano, Maria Auxiliadora Dea‐Ayuela, Elena Gonzalez‐Burgos, Alfonso Serrano‐Gil & Aikaterini Lalatsa. (2019) Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning. European Journal of Education 54:2, pages 273-286.
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Lorenzo Madrazo, Claire Bo Lee, Meghan McConnell, Karima Khamisa & Debra Pugh. (2019) No observed effect of a student-led mock objective structured clinical examination on subsequent performance scores in medical students in Canada. Journal of Educational Evaluation for Health Professions 16, pages 14.
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Patrik Lyngå, Italo Masiello, Klas Karlgren & Eva Joelsson-Alm. (2019) Experiences of using an OSCE protocol in clinical examinations of nursing students - A comparison of student and faculty assessments. Nurse Education in Practice 35, pages 130-134.
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