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Medical Teacher Volume 39, 2017 - Issue 12
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Original Articles

A collaborative comparison of objective structured clinical examination (OSCE) standard setting methods at Australian medical schools

Bunmi Sherifat Malau-AduliCollege of Medicine and Dentistry, James Cook University, Townsville, Australia; Correspondence[email protected]
,
Peta-Ann TeagueCollege of Medicine and Dentistry, James Cook University, Townsville, Australia;
,
Karen D’SouzaSchool of Medicine, Deakin University, Geelong, Australia;
,
Clare HealCollege of Medicine and Dentistry, James Cook University, Townsville, Australia;
,
Richard TurnerSchool of Medicine, University of Tasmania, Hobart, Australia;
,
David L. GarneSchool of Medicine, University of Wollongong, Wollongong, Australia;
&
Cees van der VleutenSchool of Health Professions Education, Maastricht University, Maastricht, The Netherlands
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Pages 1261-1267 | Published online: 22 Sep 2017

Citations (10)

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Read on this site (3)

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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Shannon L. Saad, Cassandra E. Richmond, Karina Jones & Bunmi Sherifat Malau-Aduli. (2021) Developing a community of practice for quality assurance within healthcare assessment. Medical Teacher 43:2, pages 174-181.
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Clare Heal, Karen D’Souza, Jennifer Banks, Bunmi S. Malau-Aduli, Richard Turner, Jane Smith, Ebony Bray, Lizzi Shires & Ian Wilson. (2019) A snapshot of current Objective Structured Clinical Examination (OSCE) practice at Australian medical schools. Medical Teacher 41:4, pages 441-447.
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Articles from other publishers (7)

Lakal O. Dissabandara, Sujeevi Nawaratna & Selvanayagam Nirthanan. (2023) Fine‐tuning the standard setting of objective structured practical examinations in clinical anatomy. Anatomical Sciences Education 16:3, pages 486-496.
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E.A. Cobo-Mejía, C. Sandoval-Cuellar, A.P. Villarraga-Nieto, M.L. Alfonso-Mora, A.L. Castellanos-Garrido, M.L. Acosta-Otálora, R.L. Goyeneche-Ortegón & R.P. Castellanos-Vega. (2022) Validez de contenido de un ECOE en el pregrado de fisioterapia para el razonamiento clínico. Fisioterapia 44:5, pages 273-278.
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Bunmi S. Malau-Aduli, Richard B. Hays, Karen D'Souza, Karina Jones, Shannon Saad, Antonio Celenza, Richard Turner, Jane Smith, Helena Ward, Michelle Schlipalius, Rinki Murphy & Nidhi Garg. (2022) “Could You Work in My Team?”: Exploring How Professional Clinical Role Expectations Influence Decision-Making of Assessors During Exit-Level Medical School OSCEs. Frontiers in Medicine 9.
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Claire A. Wilson, Saad Chahine, Jacob Davidson, Sumit Dave, Alp Sener, Andrew Rasmussen, Donald H. Saklofske & Peter (Zhan Tao) Wang. (2021) Working Towards Competence: A Novel Application of Borderline Regression to a Task-Specific Checklist for Technical Skills in Novices. Journal of Surgical Education 78:6, pages 2052-2062.
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Bunmi S. Malau‐Aduli, Richard B. Hays, Karen D’Souza, Amy M. Smith, Karina Jones, Richard Turner, Lizzi Shires, Jane Smith, Shannon Saad, Cassandra Richmond, Antonio Celenza & Tarun Sen Gupta. (2020) Examiners’ decision‐making processes in observation‐based clinical examinations. Medical Education 55:3, pages 344-353.
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Neelam Rekha Dwivedi, Narasimha Prasad Vijayashankar, Manisha Hansda, Arun Kumar Dubey, Fidelis Nwachukwu, Vernon Curran & Joseph Jillwin. (2020) Comparing Standard Setting Methods for Objective Structured Clinical Examinations in a Caribbean Medical School. Journal of Medical Education and Curricular Development 7, pages 238212052098199.
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Lauren Chong, Silas Taylor, Matthew Haywood, Barbara-Ann Adelstein & Boaz Shulruf. (2017) The sights and insights of examiners in objective structured clinical examinations. Journal of Educational Evaluation for Health Professions 14, pages 34.
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