Citations (138)
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Guan Hui Tricia Lim, Ritika Devendra Gera, Fady Hany Kamel, Vikram Ajit Rajan Thirupathirajan, Somar Albani & Rima Chakrabarti. (2023) “We Need More Practice”: Evaluating the Role of Virtual Mock OSCES in the Undergraduate Programme During the COVID Pandemic. Advances in Medical Education and Practice 14, pages 157-166.
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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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Abdullah A Yousef, Bassam H Awary, Faisal O AlQurashi, Waleed H Albuali, Mohammad H Al-Qahtani, Syed I Husain & Omair Sharif. (2022) Innovative Method to Digitize a Web-Based OSCE Evaluation System for Medical Students: A Cross-Sectional Study in University Hospital in Saudi Arabia. International Journal of General Medicine 15, pages 1085-1095.
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Donia Bouzid, Tristan Mirault, Aiham Ghazali, Léonore Muller, Enrique Casalino, Nathan Peiffer Smadja, Baptiste Auber, Mathias Guerin, Charles Henri Sambet, Isabelle Etienne, Victoire De Lastours, Cécile Badoual, Cédric Lemogne, Philippe Ruszniewski, Université Paris Cité’ OSCE study group, Albert Faye & Alexy Tran Dinh. (2022) Feasibility of large-scale eOSCES: the simultaneous evaluation of 500 medical students during a mock examination. Medical Education Online 27:1.
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Ebenezer Chitra, Srinivasan Ramamurthy, Shar Mariam Mohamed & Vishna Devi Nadarajah. (2022) Study of the impact of objective structured laboratory examination to evaluate students’ practical competencies. Journal of Biological Education 56:5, pages 560-569.
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Daniel Solchanyk, Odera Ekeh, Lise Saffran, Inger E. Burnett-Zeigler & Ashti Doobay-Persaud. (2021) Integrating Cultural Humility into the Medical Education Curriculum: Strategies for Educators. Teaching and Learning in Medicine 33:5, pages 554-560.
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Morris Gordon, Ciaran Grafton-Clarke, Elaine Hill, Dawne Gurbutt, Madalena Patricio & Michelle Daniel. (2019) Twelve tips for undertaking a focused systematic review in medical education. Medical Teacher 41:11, pages 1232-1238.
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Vijay J. Daniels, Alicia C. Strand, Hollis Lai & Tracey Hillier. (2019) Impact of tablet-scoring and immediate score sheet review on validity and educational impact in an internal medicine residency Objective Structured Clinical Exam (OSCE). Medical Teacher 41:9, pages 1039-1044.
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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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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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Jenny McDonald. (2018) Twelve tips for teaching child development and disability to medical students. Medical Teacher 40:2, pages 135-139.
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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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Graeme P. Currie, Selvaraj Sivasubramaniam & Jennifer Cleland. (2016) Sequential testing in a high stakes OSCE: Determining number of screening tests. Medical Teacher 38:7, pages 708-714.
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Ronald M. Harden. (2015) Misconceptions and the OSCE. Medical Teacher 37:7, pages 608-610.
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Craig Brown, Sarah Ross, Jennifer Cleland & Kieran Walsh. (2015) Money makes the (medical assessment) world go round: The cost of components of a summative final year Objective Structured Clinical Examination (OSCE). Medical Teacher 37:7, pages 653-659.
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Christopher J. Harrison, Adrian J. Molyneux, Sara Blackwell & Valerie J. Wass. (2015) How we give personalised audio feedback after summative OSCEs. Medical Teacher 37:4, pages 323-326.
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DavidB. Swanson & CeesP.M. van der Vleuten. (2013) Assessment of Clinical Skills With Standardized Patients: State of the Art Revisited. Teaching and Learning in Medicine 25:sup1, pages S17-S25.
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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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Satoshi Hara, Kunio Ohta, Daisuke Aono, Toshikatsu Tamai, Makoto Kurachi, Kimikazu Sugimori, Hiroshi Mihara, Hiroshi Ichimura, Yasuhiko Yamamoto & Hideki Nomura. (2023) Feasibility and reliability of the pandemic-adapted online-onsite hybrid graduation OSCE in Japan. Advances in Health Sciences Education.
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Andrew Kamilaris, Jeffrey A. Kramer, Gwen Baraniecki-Zwil, Frances Shofer, Christy Moore, Nova Panebianco & Wilma Chan. (2023) Development of a novel observed structured clinical exam to assess clinical ultrasound proficiency in undergraduate medical education. The Ultrasound Journal 15:1.
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Angelina Lim, Sunanthiny Krishnan, Harjit Singh, Simon Furletti, Mahbub Sarkar, Derek Stewart & Daniel Malone. (2023) Linking assessment to real life practice – comparing work based assessments and objective structured clinical examinations using mystery shopping. 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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Rajeshkrishna P. BhandarySamir Kumar Praharaj, Ravindra N. Munoli & PSVN Sharma. (2023) Objective Structured Clinical Examination for Postgraduate Training and Assessment in Psychiatry: Manipal Experience. Indian Journal of Psychological Medicine 45:5, pages 533-536.
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Glenys Jones, Angela M Craigie, Suzanne M M Zaremba, Ally Jaffee & Duane D Mellor. (2023) Teaching medical students about nutrition: from basic principles to practical strategies. Frontline Gastroenterology 14:5, pages 422-427.
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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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Khalid Al-Hashimi, Umar N Said & Taherah N Khan. (2023) Formative Objective Structured Clinical Examinations (OSCEs) as an Assessment Tool in UK Undergraduate Medical Education: A Review of Its Utility. Cureus.
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Sabine Bintaro, Christoph F. Dietrich & Andrej Potthoff. (2023) Principles for teaching sonography – current status. Zeitschrift für Gastroenterologie.
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D. Bouzid, N. Peiffer Smadja, M. Roussel, A. Lefevre-Scelles, L.G. Mercier & P.-G. Claret. (2023) Retour d’expérience sur l’organisation des ECOS dans trois universités françaises : Université Paris-Cité, Université de Normandie-Rouen, Université Montpellier-Nîmes. Annales françaises de médecine d’urgence 13:2, pages 91-100.
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Christopher D. Huntley, Bridget Young, Catrin Tudur Smith & Peter L. Fisher. (2023) Metacognitive beliefs predict test anxiety and examination performance. Frontiers in Education 8.
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Hisham M Riad, Adam J Boulton, Anne-Marie Slowther & Christopher Bassford. (2022) Investigating the impact of brief training in decision-making on treatment escalation to intensive care using objective structured clinical examination-style scenarios. Journal of the Intensive Care Society 24:1, pages 53-61.
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Souhil Lebdai, Béatrice Bouvard, Ludovic Martin, Cédric Annweiler, Nicolas Lerolle & Emmanuel Rineau. (2023) Objective structured clinical examination versus traditional written examinations: a prospective observational study. BMC Medical Education 23:1.
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A.V. Pérez Baena & F. Sendra Portero. (2023) La evaluación clínica objetiva estructurada (ECOE): aspectos principales y papel de la radiología. Radiología 65:1, pages 55-65.
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Eunbyul Cho, Jiseong Hong, Yeonkyeong Nam, Haegue Shin & Jae-Hyo Kim. (2022) Development of Teaching and Learning Manual for Competency-Based Practice for Meridian & Acupuncture Points Class. Korean Journal of Acupuncture 39:4, pages 184-190.
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Rita Payan-Carreira, Ana Sacau-Fontenla, Hugo Rebelo, Luis Sebastião & Dimitris Pnevmatikos. (2022) Development and Validation of a Critical Thinking Assessment-Scale Short Form. Education Sciences 12:12, pages 938.
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Maguy Saffouh El Hajj, Ahmed Awaisu, Mohamad Haniki Nik Mohamed, Rana Ahmed Saleh, Noora Mohammed Al Hamad, Nadir Kheir & Ziyad R. Mahfoud. (2022) Assessment of an intensive education program for pharmacists on treatment of tobacco use disorder using an objective structured clinical examination: a randomized controlled trial. BMC Medical Education 22:1.
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Marie Amitani, Haruka Amitani, Hajime Suzuki, Suguru Kawazu, Kimiko Mizuma, Kojiro Yamaguchi, Toshimichi Oki, Hideaki Nitta, Takuro Sonoda, Keiko Kawano, Yasuhiro Tanaka, Nanami Uto, Rie Ibusuki, Ryutaro Arita, Shin Takayama, Tadamichi Mitsuma, Toshiro Takezaki, Akihiro Asakawa & Tetsuhiro Owaki. (2022) Application of objective structured clinical examination (OSCE) for the evaluation of Kampo medicine training. BMC Medical Education 22:1.
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Sarra Shorbagi, Nabil Sulaiman, Ahmad Hasswan, Mujtaba Kaouas, Mona M. Al-Dijani, Rania Adil El-hussein, Mada Talal Daghistani, Shumoos Nugud & Salman Yousuf Guraya. (2022) Assessing the utility and efficacy of e-OSCE among undergraduate medical students during the COVID-19 pandemic. BMC Medical Education 22:1.
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Lucie Pelland, Klodiana Kolomitro, Diana Hopkins-Rosseel & Paola Durando. (2022) The Scientific Rigor of the Objective Structured Examination for Competency Assessment in Health Sciences Education: A Systematic Review. Journal of Physical Therapy Education 36:4, pages 322-333.
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Chi-Hung Liu, June Hung, Chun-Wei Chang, John J. H. Lin, Elaine Shinwei Huang, Shu-Ling Wang, Li-Ang Lee, Cheng-Ting Hsiao, Pi-Shan Sung, Yi-Ping Chao & Yeu-Jhy Chang. (2022) Oral presentation assessment and image reading behaviour on brain computed tomography reading in novice clinical learners: an eye-tracking study. BMC Medical Education 22:1.
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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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Ryan Kelly, Gentson Leung, Heather Lindstrom, Shane Wunder & Jaime C. Yu. (2022) Virtual Objective Structured Clinical Examination Experiences and Performance in Physical Medicine and Rehabilitation Residency. American Journal of Physical Medicine & Rehabilitation 101:10, pages 947-953.
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Sha Feng, Xianjun Meng, Yu Yan, Xu Xu, Dongmei Xiao, Beate Brand-Saberi, Xin Cheng & XueSong Yang. (2022) Exploring the situational motivation of medical students through clinical medicine level test: a cross-sectional study. Advances in Physiology Education 46:3, pages 416-425.
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Eunbyul Cho, Young-Min Han, Yeonseok Kang, Jae-Hyo Kim, Min-Seop Shin, Myungjin Oh, Nam-Geun Cho, Hyun-Jong Jung & Jungtae Leem. (2022) Implementation of Objective Structured Clinical Examination on Diagnostic Musculoskeletal Ultrasonography Training in Undergraduate Traditional Korean Medicine Education: An Action Research. Diagnostics 12:7, pages 1707.
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Danielle M. McCarthy, Kyle T. Formella, Eric Z. Ou, John A. Vozenilek, Kenzie A. Cameron, David H. Salzman, Amanda MB Doty, Katherine Piserchia, Dimitrios Papanagnou & Kristin L. Rising. (2022) There’s an app for that: Teaching residents to communicate diagnostic uncertainty through a mobile gaming application. Patient Education and Counseling 105:6, pages 1463-1469.
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Hongli Sam Goh, Elaine Ng, Mun Leong Tang, Hui Zhang & Sok Ying Liaw. (2022) Psychometric testing and cost of a five-station OSCE for newly graduated nurses. Nurse Education Today 112, pages 105326.
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Andrew A White, Ann M King, Angelo E D’Addario, Karen Berg Brigham, Suzanne Dintzis, Emily E Fay, Thomas H Gallagher & Kathleen M Mazor. (2022) Video-Based Communication Assessment of Physician Error Disclosure Skills by Crowdsourced Laypeople and Patient Advocates Who Experienced Medical Harm: Reliability Assessment With Generalizability Theory. JMIR Medical Education 8:2, pages e30988.
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Chasity M. Shelton, Amy Metcalfe, Christina Spivey, Chelsea P. Renfro & Jennifer Schoelles. (2022) Comparison of student performance in therapeutics and communications courses to outcomes of objective structured clinical examinations: A retrospective analysis. Currents in Pharmacy Teaching and Learning 14:3, pages 290-297.
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