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Citations (67)
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Neville G. Chiavaroli & Jacob Pearce. (2024) Twelve tips for developing effective marking schemes for constructed-response examination questions. Medical Teacher 0:0, pages 1-7.
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Zhehan Jiang, Jinying Ouyang, Li Li, Yuting Han, Lingling Xu, Ren Liu & Junhua Sun. (2022) Cost-Effectiveness Analysis in Performance Assessments: A Case Study of the Objective Structured Clinical Examination. Medical Education Online 27:1.
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Syed Gilani, Kishan Pankhania, Maneesha Aruketty, Farah Naeem, Abdulaziz Alkhayyat, Usmaan Akhtar, Muhammad Chaudhary & Siddharth Sinha. (2022) Twelve tips to organise a mock OSCE. Medical Teacher 44:1, pages 26-31.
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Brian J. Hess & Brent Kvern. (2021) Using Kane’s framework to build a validity argument supporting (or not) virtual OSCEs. Medical Teacher 43:9, pages 999-1004.
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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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Craig Brown, Jeremy Morse, David Nesvadba & Ashley Meldrum. (2021) Twelve tips for introducing simulation based assessment in the objective structured clinical examination. Medical Teacher 43:4, pages 380-383.
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Erin Dawson, Nicholas Hubble, Jonathan Musgrove, Beatrice Prosser & Joshua Bird. (2021) Response to: Shining a spotlight on scoring in the OSCE: Checklists and item weighting. Medical Teacher 43:3, pages 365-365.
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Katharine Boursicot, Sandra Kemp, Tim Wilkinson, Ardi Findyartini, Claire Canning, Francois Cilliers & Richard Fuller. (2021) Performance assessment: Consensus statement and recommendations from the 2020 Ottawa Conference. Medical Teacher 43:1, pages 58-67.
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Christine Shi. (2020) Standardized video-recordings of patient consultations: A valid OSCE style?. Medical Teacher 42:5, pages 591-591.
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Pablo Roman, Miguel Rodriguez-Arrastia, Guadalupe Molina-Torres, Verónica V. Márquez-Hernández, Lorena Gutiérrez-Puertas & Carmen Ropero-Padilla. (2020) The escape room as evaluation method: A qualitative study of nursing students’ experiences. Medical Teacher 42:4, pages 403-410.
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Robin Bendix-Hickman & Grace Brown. (2020) “Twelve tips for developing an OSCE that measures what you want”: The student perspective. Medical Teacher 42:1, pages 119-119.
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Blanca Ariadna Carrillo-Avalos, Iwin Leenen, Juan Andrés Trejo-Mejía & Melchor Sánchez-Mendiola. Bridging Validity Frameworks in Assessment: Beyond Traditional Approaches in Health Professions Education. Teaching and Learning in Medicine 0:0, pages 1-10.
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Articles from other publishers (55)
Amy Montgomery, Peter Smerdely, Louise Hickman & Victoria Traynor. (2024) Comparing the delirium objective structured clinical examination (OSCE) education package to standard education for post-registration nurses: A randomised controlled trial. Nurse Education Today 139, pages 106211.
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Robin Vandecasteele, Stijn Schelfhout, Fanny D’hondt, Stéphanie De Maesschalck, Eva Derous & Sara Willems. (2024) Intercultural effectiveness in GPs' communication and clinical assessment: An experimental study. Patient Education and Counseling 122, pages 108138.
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James Taylor, Stacey D. Curtis, Erin St. Onge, Eric F. Egelund, Veena Venugopalan & Karen Whalen. (2024) Implementation of standard setting for high-stakes objective structured clinical examinations. Currents in Pharmacy Teaching and Learning.
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Marc Gildas Thomas. (2024) The use of cognitive load theory to assist in the teaching of electrocardiogram interpretation within paramedical science education. The Clinical Teacher.
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Azaan Vhora, Ryan L. Davies & Kylie Rice. (2023) The Psychometric Quality of Objective Structured Clinical Examinations Within Psychology Programs: A Systematic Review. Psychology Learning & Teaching 23:1, pages 4-25.
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Susrutha Kotwal, Amteshwar Singh, Sean Tackett, Anand K. Bery, Rodney Omron, Daniel Gold, David E. Newman-Toker & Scott M. Wright. (2024) Assessing clinical reasoning skills following a virtual patient dizziness curriculum. Diagnosis 11:1, pages 73-81.
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Amy Montgomery, Peter Smerdely, Louise Hickman, Alicia Wu & Victoria Traynor. (2024) The Delirium Objective structured clinical examination Education (DOE) Pilot Study: implementation of the delirium OSCE education package within hospital education for registered healthcare professionals.. Delirium Communications.
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Zuzana Deans, Greg Moorlock & Michael Trimble. (2024) The medical licensing assessment will fall short of determining whether a UK medical graduate behaves ethically. British Journal of Hospital Medicine 85:1, pages 1-7.
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Carolyn Nelles, Sylke Langenbeck, Dirk Lubbe, Bettina Doering, Elisa Flach, Christian Götz, Barbara Hinding & Johannes Lindenmeyer. (2024) Shows How!. Psychologische Rundschau 75:1, pages 3-16.
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Che-Wei Lin, Daniel L. Clinciu, Daniel Salcedo, Chih-Wei Huang, Enoch Yi No Kang & Yu-Chuan (Jack) Li. (2023) Crowdsource authoring as a tool for enhancing the quality of competency assessments in healthcare professions. PLOS ONE 18:11, pages e0278571.
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See Chai Carol Chan, George Choa, James Kelly, Devina Maru & Mohammed Ahmed Rashid. (2023) Implementation of virtual OSCE in health professions education: A systematic review. Medical Education 57:9, pages 833-843.
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James Fairs, Anne Conan, Kathleen Yvorchuk-St. Jean, Wade Gingerich, Nicole Abramo, Diane Stahl, Carly Walters & Elpida Artemiou. (2023) The Evaluation of a High-Fidelity Simulation Model and Video Instruction Used to Teach Canine Dental Skills to Pre-Clinical Veterinary Students. Veterinary Sciences 10:8, pages 526.
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Harish Thampy, Sarah Collins, Elora Baishnab, Jess Grundy, Kurt Wilson & Timothy Cappelli. (2022) Virtual clinical assessment in medical education: an investigation of online conference technology. Journal of Computing in Higher Education 35:2, pages 223-244.
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Reece Patel. (2023) Enhancing History-Taking Skills in Medical Students: A Practical Guide. Cureus.
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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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Emily J. Hall, Sarah Baillie, Julie A. Hunt, Alison J. Catterall, Lissann Wolfe, Annelies Decloedt, Abi J. Taylor & Sandra Wissing. (2023) Practical Tips for Setting Up and Running OSCEs. Journal of Veterinary Medical Education 50:3, pages 258-265.
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Thandolwakhe Nyangeni, Dalena R.M. van Rooyen & Wilma ten Ham-Baloyi. (2023) Quality Management of Objective Structured Clinical Examinations at a Multicampus Nursing College: A Pilot Study. Journal of Nursing Education 62:3, pages 155-161.
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Morteza Nasiri, Shahrzad Yektatalab, Marzieh Momennasab & Fatemeh Vizeshfar. (2023) Using objective structured clinical examination (OSCE) for circulating and scrub skills of first-semester operating room technology students: Is it valid and reliable?. Heliyon 9:3, pages e14395.
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Anna E. Sundström & Camilla Hakelind. (2022) Examining clinical skills and abilities in psychology – implementation and evaluation of an objective structured clinical examination in psychology. The Journal of Mental Health Training, Education and Practice 18:2, pages 97-110.
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Joyce Rodrigues Façanha, Milena Bastos Brito, Arnaldo Aires Peixoto Júnior, Sheyla Ribeiro Rocha, Gustavo Salata Romão & Raquel Autran Coelho Peixoto. (2023) Validação de escala de avaliação de profissionalismo traduzida e adaptada em cenário de simulação. Revista Brasileira de Educação Médica 47:1.
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Guillaume Ficheux, Jean-Paul Niguet, Thierry Van der Linden, Hélène Bulckaen, Marie-Laure Charkaluk, Pierrette Perimenis, Françoise Roy Saint-Georges, Élodie Hernandez & Mathieu Lorenzo. (2023) Dans quelle mesure les examens cliniques objectifs structurés (ECOS) sont-ils un outil valide pour l’évaluation des performances cliniques à la fin du second cycle des études médicales ? Analyse d’une expérience lilloise selon le modèle de Kane. Pédagogie Médicale 24:3, pages 167-177.
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Isabelle Burnier, Frédéric Launay, Mickaël Duveau & Marjolaine Gosset. (2023) Formalisation de la scénarisation d’un dispositif de formation avec patients simulés : la méthode SIMPS (Sujets/Instructions au candidat/Mesures/Patient/Support technique). Pédagogie Médicale 24:2, pages 103-113.
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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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Ruhi Fadzlyana Jailani, Siti Asmat Md Arepen, Nadeeya ‘Ayn Umaisara Mohamad Nor, Noor Fadzilah Zulkifli & Suhaila Sanip. (2022) A Paradigmatic Shift For Final Undergraduate Medical Students’ Examination: The COVID-19 Pandemic Approach. Malaysian Journal of Medicine and Health Sciences 18:s14, pages 167-172.
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Patrick J. McGown, Celia A. Brown, Ann Sebastian, Ricardo Le, Anjali Amin, Andrew Greenland & Amir H. Sam. (2022) Is the assumption of equal distances between global assessment categories used in borderline regression valid?. BMC Medical Education 22:1.
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Rabab A Abed & Shimaa E Elaraby. (2022) Measuring the Effect of Using a Borderline Students’ Characteristics Model on Reliability of Objective Structured Clinical Examination. Cureus.
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Benoit Le Goff. (2022) Les réformes de l’enseignement médical : de la connaissance vers la compétence. Revue du Rhumatisme 89:3, pages 232-236.
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M. Leclercq, M. Vannier, Y. Benhamou, A. Liard, V. Gilard, I. Auquit-Auckbur, H. Levesque, L. Sibert & P. Schneider. (2022) Identification des facteurs associés à la réussite aux examens cliniques objectifs et structurés dans la faculté de médecine de Rouen. La Revue de Médecine Interne 43:5, pages 278-285.
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Luisa Fernanda Hurtado Quiros, Laura Cristina Carreño Mancilla, Lesmer Alirio Galindo Ruiz & Gonzalo Andrés Domínguez-Alvarado. (2022) Objective Structured Clinical Examination (OSCE), unsatisfactory results: Sequelae of the COVID-19 pandemic – Correspondence. International Journal of Surgery 100, pages 106602.
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Ángela Rocío Acero González, Álvaro Enrique Romero Tapia, Yahira Rossini Guzmán Sabogal, Sandra Milena Toro Herrera, Lina María Ruiz Moreno & Raúl Andrés Araujo Tabares. (2022) Evaluando habilidades en psiquiatría. Implementación y experiencia del ECOE para pregrado de Medicina. Revista Colombiana de Psiquiatría.
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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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Thandolwakhe Nyangeni, Dalena (R.M.) van Rooyen, Allison Herelene Du Plessis & Wilma ten Ham-Baloyi. (2022) Quality management of objective structured clinical examinations: An integrative literature review. Nurse Education Today 109, pages 105223.
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Erika L. Kleppinger, Kevin N. Astle, Amber M. Hutchison & Channing R. Ford. 2022. Handbook of Research on Updating and Innovating Health Professions Education. Handbook of Research on Updating and Innovating Health Professions Education
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Louis Sibert, Pascale Schneider, Agnès Liard, Antoine Lefevre-Scelles, Jean-François Menard, Isabelle Auquit-Auckbur & Benoît Veber. (2022) L’examen clinique objectif structuré (ECOS) comme examen validant des compétences cliniques des étudiants en médecine français : 13 ans d’expérience rouennaise. Pédagogie Médicale 23:1, pages 69-84.
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Sami Shaban, Irfan Tariq, Margaret Elzubeir, Ahmed R Alsuwaidi, Alsajir Basheer & Mohi Magzoub. (2021) Conducting online OSCEs aided by a novel time management web-based system. BMC Medical Education 21:1.
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Stephanie Dizon, Janine C Malcolm, Jan-Joost Rethans & Debra Pugh. (2021) Assessing the validity of an OSCE developed to assess rare, emergent or complex clinical conditions in endocrinology & metabolism. BMC Medical Education 21:1.
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Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf & Digby Wigram Allen. (2021) Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia. Journal of Educational Evaluation for Health Professions 18, pages 23.
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M. Oualha & V. Houdouin. (2021) L’examen clinique objectif structuré en pédiatrie : pourquoi et comment le réaliser ?. Perfectionnement en Pédiatrie 4:3, pages 199-205.
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Matthias Lukasczik, Julia Eckel, Anna Wagner, Lucie Sendig, Hans-Dieter Wolf & Heiner Vogel. (2021) Einsatz von Simulationspersonen in der Lehre und Prüfung psychotherapeutischer Kompetenzen. Zeitschrift für Klinische Psychologie und Psychotherapie 50:3-4, pages 197-208.
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Amaury C. Mengin, Claire Kayser, Nicolas Tuzin, Joffrey Perruisseau-Carrier, Anne Charpiot, Fabrice Berna, Marc Lilot & Pierre Vidailhet. (2021) Mindfulness Improves Otolaryngology Residents’ Performance in a Simulated Bad-News Consultation: A Pilot Study. Journal of Surgical Education 78:4, pages 1357-1365.
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Kye-Yeung Park, Hoon-Ki Park, Hwan-Sik Hwang, Sang-Ho Yoo, Jae-Sook Ryu & Jong-Hoon Kim. (2021) Improved detection of patient centeredness in objective structured clinical examinations through authentic scenario design. Patient Education and Counseling 104:5, pages 1094-1099.
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Amy Montgomery, Hui-Chen (Rita) Chang, Mu-Hsing Ho, Peter Smerdely & Victoria Traynor. (2021) The use and effect of OSCES in post-registration nurses: An integrative review. Nurse Education Today 100, pages 104845.
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Michele Megregian, Lisa Kane Low, Cathy Emeis, Raymond de Vries & Marianne Nieuwenhuijze. (2021) Essential components of midwifery ethics education: results of a Delphi study. Midwifery 96, pages 102946.
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Alexandre Matet, Ludovic Fournel, François Gaillard, Laurence Amar, Jean-Benoit Arlet, Stéphanie Baron, Anne-Sophie Bats, Celine Buffel du Vaure, Caroline Charlier, Victoire De Lastours, Albert Faye, Eve Jablon, Natacha Kadlub, Julien Leguen, David Lebeaux, Alexandre Malmartel, Tristan Mirault, Benjamin Planquette, Alexis Régent, Jean-Laurent Thebault, Alexy Tran Dinh, Alexandre Nuzzo, Guillaume Turc, Gérard Friedlander, Philippe Ruszniewski, Cécile Badoual, Brigitte Ranque, Mehdi Oualha & Marie Courbebaisse. (2021) Impact of integrating objective structured clinical examination into academic student assessment: Large-scale experience in a French medical school. PLOS ONE 16:1, pages e0245439.
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Carlos Alberto de Oliveira, Eliana Martorano Amaral, Eliana Goldfarb Cyrino & Reinaldo José Gianini. (2021) Encontros e desencontros entre projetos pedagógicos de cursos de Medicina e Diretrizes Curriculares Nacionais: percepções de professores. Interface - Comunicação, Saúde, Educação 25.
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Duana Quigley & Julie Regan. (2021) Introduction of the Objective Structured Clinical Examination in Speech and Language Therapy Education: Student Perspectives. Folia Phoniatrica et Logopaedica 73:4, pages 316-325.
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Jaiberth Antonio Cardona-Arias & Ana María Jaramillo-Caro. (2020) Percepciones de la evaluación clínica objetiva estructurada en profesores y estudiantes de una universidad colombiana. Revista Virtual Universidad Católica del Norte:61, pages 166-182.
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Elaine L Sigalet, Dismas Matovelo, Jennifer L Brenner, Maendeleo Boniphace, Edgar Ndaboine, Lusako Mwaikasu, Girles Shabani, Julieth Kabirigi, Jaelene Mannerfeldt & Nalini Singhal. (2020) Rater training for standardised assessment of Objective Structured Clinical Examinations in rural Tanzania. BMJ Paediatrics Open 4:1, pages e000856.
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Marina Yu. Kapitonova, Sergey P. Gupalo, Sergey S. Dydykin, Yury L. Vasil’ev, Viktor B. Mandrikov, Sergey V. Klauchek & Olga V. Fedorova. (2020) Is it time for transition from the subject-based to the integrated preclinical medical curriculum?. Russian Open Medical Journal 9:2.
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Wai Yee Amy Wong, Chris Roberts & Jill Thistlethwaite. (2020) Impact of Structured Feedback on Examiner Judgements in Objective Structured Clinical Examinations (OSCEs) Using Generalisability Theory. Health Professions Education 6:2, pages 271-281.
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Shiyuan Wang & Pamela Basehore. (2020) Relationship of Clinical Skills Performance in Medical School With COMLEX-USA Level 2-Performance Evaluation. Journal of Osteopathic Medicine 120:4, pages 245-252.
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Rhianna Hogley, Harish Thampy & Pip Fisher. (2019)
Should we video
OSCE
s for student appeals?
. The Clinical Teacher 17:2, pages 171-176.
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P. Stieger, F. Adili & S. König. (2019) Klinische Lehrexperten in der Aus- und WeiterbildungClinician teachers in undergraduate and postgraduate medical education. Gefässchirurgie 24:8, pages 598-603.
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Sarah König & Alexander Hörnlein. (2018) Prüfungen im Medizinstudium – mehr als nur NotenExaminations while studying medicine – more than simply grades. Wiener Medizinische Wochenschrift 169:5-6, pages 126-131.
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Claudio Nazar J, Nicole Bloch G & Ricardo Fuentes H. (2019) La simulación como herramienta de evaluación de competencias y certificación. Revista Latinoamericana de Simulación Clínica 1:2, pages 104-110.
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