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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.
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Walter Tavares & Jacob Pearce. (2024) Attending to Variable Interpretations of Assessment Science and Practice. Teaching and Learning in Medicine 36:2, pages 244-252.
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Ardi Findyartini, Nur Afrainin Syah, Astrid Pratidina Susilo, Hikmawati Nurokhmanti, Nurul Qomariyah, Nadia Greviana, Dina Qurratu Ainin, Sylvia Mustika Sari & Mora Claramita. (2023) Challenges and opportunities in cultivating medical students’ competencies: Participatory action research from a hierarchical cultural setting. Medical Education Online 28:1.
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Bunmi S. Malau-Aduli, Richard B. Hays, Karen D’Souza, Shannon L. Saad, Helen Rienits, Antonio Celenza & Rinki Murphy. (2023) Twelve tips for improving the quality of assessor judgements in senior medical student clinical assessments. Medical Teacher 45:11, pages 1228-1232.
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Katharine Boursicot, Sandra Kemp, John Norcini, Vishna Devi Nadarajah, Susan Humphrey-Murto, Elize Archer, Jen Williams, Eeva Pyörälä & Riitta Möller. (2023) Synthesis and perspectives from the Ottawa 2022 conference on the assessment of competence. Medical Teacher 45:9, pages 978-983.
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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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Richard Fuller, Viktoria C. T. Goddard, Vishna D. Nadarajah, Tamsin Treasure-Jones, Peter Yeates, Karen Scott, Alexandra Webb, Krisztina Valter & Eeva Pyorala. (2022) Technology enhanced assessment: Ottawa consensus statement and recommendations. Medical Teacher 44:8, pages 836-850.
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Wai Yee Amy Wong, Karen Moni, Chris Roberts & Jill Thistlethwaite. (2022) Engaging clinical examiners with structured feedback to enhance assessment practices. Medical Teacher 44:8, pages 914-921.
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Sylvie Félix. (2021) Letter to the Editor [Letter]. Advances in Medical Education and Practice 12, pages 1245-1246.
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Articles from other publishers (28)
Stefan K. Schauber, Anne O. Olsen, Erik L. Werner & Morten Magelssen. (2024) Inconsistencies in rater-based assessments mainly affect borderline candidates: but using simple heuristics might improve pass-fail decisions. Advances in Health Sciences Education.
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Stefan Lindgren, Jorge Luis Pales Argullos & Josep Roma Millan. (2024) Assessment of clinical competence of medical students: Future perspectives for Spanish Faculties. Medicina Clínica Práctica 7:2, pages 100424.
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Conor Scully, Mary Kelly, Zita Lysaght & Michael O'Leary. (2024) The cognitive processes employed by undergraduate nursing OSCE assessors: A qualitative research study. Nurse Education Today 134, pages 106083.
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Naïm Ouldali, Enora Le Roux, Albert Faye, Claire Leblanc, François Angoulvant, Diane Korb, Clémence Delcour, Caroline Caula, Delphine Wohrer, Alexis Rybak, Manon Delafoy, Claire Carrié, Marion Strullu, Mehdi Oualha, Romain Levy, Camille Mimoun, Lucie Griffon, Alexandre Nuzzo, Clara Eyraud, Michael Levy & Pierre Ellul. (2023) Early formative objective structured clinical examinations for students in the pre-clinical years of medical education: A non-randomized controlled prospective pilot study. PLOS ONE 18:12, pages e0294022.
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Peter Yeates, Adriano Maluf, Natalie Cope, Gareth McCray, Stuart McBain, Dominic Beardow, Richard Fuller & Robert Bob McKinley. (2023) Using video-based examiner score comparison and adjustment (VESCA) to compare the influence of examiners at different sites in a distributed objective structured clinical exam (OSCE). BMC Medical Education 23:1.
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Scott Patterson, Louise Shaw, Michelle M Rank & Brett Vaughan. (2023) Assessments Used for Summative Purposes during Internal Medicine Specialist Training: A Rapid Review. Education Sciences 13:10, pages 1057.
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. (2023) Josiah Macy Jr. Foundation Conference on Ensuring Fairness in Medical Education Assessment: Conference Recommendations Report. Academic Medicine 98:8S, pages S3-S15.
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Nyoli Valentine, Steven J. Durning, Ernst Michael Shanahan & Lambert Schuwirth. (2023) Fairness in Assessment: Identifying a Complex Adaptive System. Perspectives on Medical Education 12:1, pages 315-326.
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Jessica Greenfield, Kelli Qua, Richard A. Prayson & S. Beth Bierer. (2023) “It Changed How I Think”—Impact of Programmatic Assessment Upon Practicing Physicians: A Qualitative Study. Medical Science Educator 33:4, pages 963-974.
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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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V De Beer, J Nel, FP Pieterse, A Snyman, G Joubert & MJ Labuschagne. (2023) An evaluation of the inter-rater reliability in a clinical skills objective structured clinical examination. African Journal of Health Professions Education, pages 13-17.
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Wai Yee Amy Wong, Jill Thistlethwaite, Karen Moni & Chris Roberts. (2022) Using cultural historical activity theory to reflect on the sociocultural complexities in OSCE examiners’ judgements. Advances in Health Sciences Education 28:1, pages 27-46.
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Sandra Kemp, Viktoria C. T. Goddard, Katharine Boursicot, Richard Fuller & Vishna Devi Nadarajah. (2023) Supporting validity: steps to contextualise applications for technology and assessment, for learning. MedEdPublish 13, pages 37.
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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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Rashmi Ramanathan, Jeevithan Shanmugam, Sridhar M Gopalakrishnan, Kalaniti T Palanisamy & Seetharaman Narayanan. (2022) Challenges in the Implementation of Competency-Based Medical Curriculum: Perspectives of Prospective Academicians. Cureus.
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Nadine Diwersi, Jörn-Markus Gass, Henning Fischer, Jürg Metzger, Matthias Knobe & Adrian Philipp Marty. (2022) Surgery goes EPA (Entrustable Professional Activity) – how a strikingly easy to use app revolutionizes assessments of clinical skills in surgical training. BMC Medical Education 22:1.
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Peter Yeates, Adriano Maluf, Ruth Kinston, Natalie Cope, Gareth McCray, Kathy Cullen, Vikki O’Neill, Aidan Cole, Rhian Goodfellow, Rebecca Vallender, Ching-Wa Chung, Robert K McKinley, Richard Fuller & Geoff Wong. (2022)
Enhancing authenticity, diagnosticity and
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quivalence (AD-Equiv) in multicentre OSCE exams in health professionals education: protocol for a complex intervention study
. BMJ Open 12:12, pages e064387.
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Marek Karas, Sophie Bartlett, Angela Whitaker, Nik Sheen, Rachel North & Barbara Ryan. (2022) An analysis of glaucoma repeat measures assessment results: Are core competencies enough?. Ophthalmic and Physiological Optics 42:6, pages 1147-1158.
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Umberto Cillo, Annemarie Weissenbacher, Liset Pengel, Ina Jochmans, Daniele Roppolo, Cristiano Amarelli, Luca S. Belli, Marina Berenguer, Aiko De Vries, Joana Ferrer, John Friedewald, Lucrezia Furian, Sharlene Greenwood, Diethard Monbaliu, Silvio Nadalin, Arne Neyrinck, Mario Strazzabosco, Christian Toso, Gianluigi Zaza, Raj Thuraisingham, Thierry Berney, Luciano Potena, Nuria Montserrat & Nazia Selzner. (2022) ESOT Consensus Platform for Organ Transplantation: Setting the Stage for a Rigorous, Regularly Updated Development Process. Transplant International 35.
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Emma K. Read, Connor Maxey & Kent G. Hecker. (2022) Longitudinal assessment of competency development at The Ohio State University using the competency-based veterinary education (CBVE) model. Frontiers in Veterinary Science 9.
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K-H Merbold & T C Postma. (2022) Measuring final-year dental students’ ability to remove teeth independently using independence ratios. African Journal of Health Professions Education 14:3, pages 135-141.
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Hester Wilhelmina Henrica Smeets, Dominique M. A. Sluijsmans, Albine Moser & Jeroen J. G. van Merriënboer. (2022) Design guidelines for assessing students’ interprofessional competencies in healthcare education: a consensus study. Perspectives on Medical Education 11:6, pages 316-324.
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Jennifer M. Weller, Ties Coomber, Yan Chen & Damian Castanelli. (2022) Desire paths for workplace assessment in postgraduate anaesthesia training: analysing informal processes to inform assessment redesign. British Journal of Anaesthesia 128:6, pages 997-1005.
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Milla Räisänen, Eeva Pyörälä & Tarja Tuononen. (2022) What Factors of the Teaching and Learning Environment Support the Learning of Generic Skills? First-Year Students’ Perceptions in Medicine, Dentistry and Psychology. Frontiers in Education 7.
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Shannon L. Saad, Cassandra Richmond, Karina Jones, Michelle Schlipalius, Helen Rienits & Bunmi S. Malau-Aduli. (2022) Virtual OSCE Delivery and Quality Assurance During a Pandemic: Implications for the Future. Frontiers in Medicine 9.
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Peter Yeates, Alice Moult, Natalie Cope, Gareth McCray, Richard Fuller & Robert McKinley. (2022) Determining influence, interaction and causality of contrast and sequence effects in objective structured clinical exams. Medical Education 56:3, pages 292-302.
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Pilar Ruiz de Gauna & Jesús M. Morán-Barrios. (2022) Guía del tutor para planificar y gestionar la formación de los residentes. Educación Médica 23:1, pages 100713.
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Anna T. Ryan & Tim J. Wilkinson. (2021) Rethinking Assessment Design: Evidence‐Informed Strategies to Boost Educational Impact in the Anatomical Sciences. Anatomical Sciences Education 14:3, pages 361-367.
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