Citations (121)
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Matt Homer. (2023) Setting defensible minimum-stations-passed standards in OSCE-type assessments. Medical Teacher 45:10, pages 1163-1169.
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Severin Pinilla, Seraina Lerch, Raphaela Lüdi, Florian Neubauer, Sabine Feller, Daniel Stricker, Christoph Berendonk & Sören Huwendiek. (2023) Entrustment versus performance scale in high-stakes OSCEs: Rater insights and psychometric properties. Medical Teacher 45:8, pages 885-892.
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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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Abdulaziz Z. Alomar. (2022) A structured multimodal teaching approach enhancing musculoskeletal physical examination skills among undergraduate medical students. Medical Education Online 27:1.
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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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C. Heal, K. D’Souza, L. Hall, J. Smith & K. Jones. (2022) Changes to objective structured clinical examinations (OSCE) at Australian medical schools in response to the COVID-19 pandemic. Medical Teacher 44:4, pages 418-424.
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Rabea Krings, Sabine Feller, Ivana Wittwer, Kai Schnabel, Maja Steinlin & Sören Huwendiek. (2021) Elementary school children as standardized patients in a summative OSCE – A mixed-method study according to the Ottawa criteria for good assessment. Medical Teacher 43:10, pages 1170-1178.
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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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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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Stefan K. Schauber & Martin Hecht. (2020) How sure can we be that a student really failed? On the measurement precision of individual pass-fail decisions from the perspective of Item Response Theory. Medical Teacher 42:12, pages 1374-1384.
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Matt Homer, Richard Fuller, Jennifer Hallam & Godfrey Pell. (2020) Shining a spotlight on scoring in the OSCE: Checklists and item weighting. Medical Teacher 42:9, pages 1037-1042.
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Teresa M. Chan, Stefanie S. Sebok-Syer, Christopher Sampson & Sandra Monteiro. (2020) The Quality of Assessment of Learning (Qual) Score: Validity Evidence for a Scoring System Aimed at Rating Short, Workplace-Based Comments on Trainee Performance. Teaching and Learning in Medicine 32:3, pages 319-329.
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Matt Homer, Richard Fuller, Jennifer Hallam & Godfrey Pell. (2020) Setting defensible standards in small cohort OSCEs: Understanding better when borderline regression can ‘work’. Medical Teacher 42:3, pages 306-315.
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Rukhsana W. Zuberi, Debra L. Klamen, Jennifer Hallam, Naveed Yousuf, Austin M. Beason, Evyn L. Neumeister, Rob Lane & Jason Ward. (2019) The journeys of three ASPIRE winning medical schools toward excellence in student assessment. Medical Teacher 41:4, pages 457-464.
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Vijay John Daniels & Debra Pugh. (2018) Twelve tips for developing an OSCE that measures what you want. Medical Teacher 40:12, pages 1208-1213.
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David Hope & Helen Cameron. (2018) Academic performance remains predictive over a five year medical degree. Innovations in Education and Teaching International 55:5, pages 501-510.
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Matt Homer, Richard Fuller & Godfrey Pell. (2018) The benefits of sequential testing: Improved diagnostic accuracy and better outcomes for failing students. Medical Teacher 40:3, pages 275-284.
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Matt Homer, Godfrey Pell & Richard Fuller. (2017) Problematizing the concept of the “borderline” group in performance assessments. Medical Teacher 39:5, pages 469-475.
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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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Peter Yeates & Stefanie S. Sebok-Syer. (2017) Hawks, Doves and Rasch decisions: Understanding the influence of different cycles of an OSCE on students’ scores using Many Facet Rasch Modeling. Medical Teacher 39:1, pages 92-99.
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Richard Fuller, Matt Homer, Godfrey Pell & Jennifer Hallam. (2017) Managing extremes of assessor judgment within the OSCE. Medical Teacher 39:1, pages 58-66.
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Tayne Ryall, Belinda K Judd & Christopher J Gordon. (2016) Simulation-based assessments in health professional education: a systematic review. Journal of Multidisciplinary Healthcare 9, pages 69-82.
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Matt Homer & Jonathan C. Darling. (2016) Setting standards in knowledge assessments: Comparing Ebel and Cohen via Rasch. Medical Teacher 38:12, pages 1267-1277.
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Matt Homer, Godfrey Pell, Richard Fuller & John Patterson. (2016) Quantifying error in OSCE standard setting for varying cohort sizes: A resampling approach to measuring assessment quality. Medical Teacher 38:2, pages 181-188.
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Aliya Kassam, Michèle Cowan & Tyrone Donnon. (2016) An objective structured clinical exam to measure intrinsic CanMEDS roles. Medical Education Online 21:1.
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Ceridwen Coulby & Vikram Jha. (2015) The role of patient-led education initiatives in medical education. Innovation and Entrepreneurship in Health 2, pages 33-40.
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Godfrey Pell, Matt Homer & Richard Fuller. (2015) Investigating disparity between global grades and checklist scores in OSCEs. Medical Teacher 37:12, pages 1106-1113.
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Naveed Yousuf, Claudio Violato & Rukhsana W. Zuberi. (2015) Standard Setting Methods for Pass/Fail Decisions on High-Stakes Objective Structured Clinical Examinations: A Validity Study. Teaching and Learning in Medicine 27:3, pages 280-291.
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David Hope & Helen Cameron. (2015) Examiners are most lenient at the start of a two-day OSCE. Medical Teacher 37:1, pages 81-85.
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Danette W. McKinley & John J. Norcini. (2014) How to set standards on performance-based examinations: AMEE Guide No. 85. Medical Teacher 36:2, pages 97-110.
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Kamran Z. Khan, Kathryn Gaunt, Sankaranarayanan Ramachandran & Piyush Pushkar. (2013) The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part II: Organisation & Administration. Medical Teacher 35:9, pages e1447-e1463.
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Richard Fuller, Matthew Homer & Godfrey Pell. (2013) Longitudinal interrelationships of OSCE station level analyses, quality improvement and overall reliability. Medical Teacher 35:6, pages 515-517.
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Gerard J. Gormley, Jenny Johnston, Clare Thomson & Kieran Mcglade. (2012) Awarding global grades in OSCEs: Evaluation of a novel eLearning resource for OSCE examiners. Medical Teacher 34:7, pages 587-589.
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G. Pell, R. Fuller, M. Homer & Trudie Roberts. (2012) Is short-term remediation after OSCE failure sustained? A retrospective analysis of the longitudinal attainment of underperforming students in OSCE assessments. Medical Teacher 34:2, pages 146-150.
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See Chai Carol Chan & Mohammed Ahmed Rashid. (2023) The art of reinvention: The remarkable longevity of the OSCE. Medical Education.
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Matt Homer. (2023) Towards a more nuanced conceptualisation of differential examiner stringency in OSCEs. Advances in Health Sciences Education.
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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.
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Craig Brown, Mintu Nath, Wendy Watson & Mary Joan Macleod. (2023) Does following an “excellent” candidate in the objective structured clinical examination affect your checklist score?. Journal of Applied Research in Higher Education.
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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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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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Eva Feigerlova. (2023) La simulation pour les évaluations : l’exemple des Ecos chez les étudiants en médecine. La Revue de l'Infirmière 72:288, pages 30-31.
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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, pages 200086.
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Aisha M. Al-Osail, Mona H. Al-Sheikh, Emad M. Al-Osail, Mohannad A. Al-Ghamdi, Abdulaziz M. Al-Hawas, Abdullah S. Al-Bahussain & Ahmed A. Al-Dajani. (2015) Is Cronbach’s alpha sufficient for assessing the reliability of the OSCE for an internal medicine course?. BMC Research Notes 8:1.
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Lisa G. Criscione‐Schreiber, Richard J. Sloane, Jeffrey Hawley, Beth L. Jonas, Kenneth S. O'Rourke & Marcy B. Bolster. (2015) Expert Panel Consensus on Assessment Checklists for a Rheumatology Objective Structured Clinical Examination. Arthritis Care & Research 67:7, pages 898-904.
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