Citations (50)
Keep up to date with the latest research on this topic with citation updates for this article.
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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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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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Mohsen Tavakol, Brigitte E. Scammell & Angela P. Wetzel. (2022) Feedback to support examiners’ understanding of the standard-setting process and the performance of students: AMEE Guide No. 145. Medical Teacher 44:6, pages 582-595.
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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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Richard Fuller, Viktoria Joynes, Jon Cooper, Katharine Boursicot & Trudie Roberts. (2020) Could COVID-19 be our ‘There is no alternative’ (TINA) opportunity to enhance assessment?. Medical Teacher 42:7, pages 781-786.
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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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Timothy J. Wood & Debra Pugh. (2020) Are rating scales really better than checklists for measuring increasing levels of expertise?. Medical Teacher 42:1, pages 46-51.
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Sunil Sabharwal, Anthony E. Chiodo & Mikaela M. Raddatz. (2019) Administration and performance on the Spinal Cord Injury Medicine Certification Examination over a 10-year period. The Journal of Spinal Cord Medicine 42:5, pages 606-612.
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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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Bunmi Sherifat Malau-Aduli, Peta-Ann Teague, Karen D’Souza, Clare Heal, Richard Turner, David L. Garne & Cees van der Vleuten. (2017) A collaborative comparison of objective structured clinical examination (OSCE) standard setting methods at Australian medical schools. Medical Teacher 39:12, pages 1261-1267.
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Mohsen Tavakol & Reg Dennick. (2017) The foundations of measurement and assessment in medical education. Medical Teacher 39:10, pages 1010-1015.
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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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Lee Coombes, Martin Roberts, Daniel Zahra & Steven Burr. (2016) Twelve tips for assessment psychometrics. Medical Teacher 38:3, pages 250-254.
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Jane Adam, Miles Bore, Roy Childs, Jason Dunn, Jean Mckendree, Don Munro & David Powis. (2015) Predictors of professional behaviour and academic outcomes in a UK medical school: A longitudinal cohort study. Medical Teacher 37:9, pages 868-880.
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Articles from other publishers (33)
Nurettin MENTEŞ & Mahmut BULUT. (2023) ROC Analizi ile Sorunlu Kripto Para Ticareti Ölçeği İçin Kesme Puanının OluşturulmasıUsing ROC Analysis to Determine the Cutoff Score for Problematic Cryptocurrency Trading Scale. Bağımlılık Dergisi 24:4, pages 438-447.
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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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Do-Hwan Kim, Ye Ji Kang & Hoon-Ki Park. (2022) Possibility of independent use of the yes/no Angoff and Hofstee methods for the standard setting of the Korean Medical Licensing Examination written test: a descriptive study. Journal of Educational Evaluation for Health Professions 19, pages 33.
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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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Rosa Moreno‐López & David Hope. (2022) Can borderline regression method be used to standard set OSCEs in small cohorts?. European Journal of Dental Education 26:4, pages 686-691.
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David N. Dickter, Ivy C. Tuason, Ruth Trudgeon, Dawn Stone, Gwendelyn S. Orozco & Sheree J. Aston. (2022) Collaboration readiness: Developing standards for interprofessional formative assessment. Journal of Professional Nursing 42, pages 8-14.
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Amir H. Sam, Kate R. Millar, Rachel Westacott, Colin R. Melville & Celia A. Brown. (2022) Standard setting Very Short Answer Questions (VSAQs) relative to Single Best Answer Questions (SBAQs): does having access to the answers make a difference?. BMC Medical Education 22:1.
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Matt Homer. (2022) Pass/fail decisions and standards: the impact of differential examiner stringency on OSCE outcomes. Advances in Health Sciences Education 27:2, pages 457-473.
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Oğuz Dicle, Sema Özan, Hatice Şahin & Mustafa Seçil. (2021) How to perform an excellent radiology board examination: a web-based checklist. Insights into Imaging 12:1.
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B. Kumaravel, C. Stewart & D. Ilic. (2021) Development and evaluation of a spiral model of assessing EBM competency using OSCEs in undergraduate medical education. BMC Medical Education 21:1.
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Song Yi Park, Sang-Hwa Lee, Min-Jeong Kim, Ki-Hwan Ji & Ji Ho Ryu. (2021) Comparing the cut score for the borderline group method and borderline regression method with norm-referenced standard setting in an objective structured clinical examination in medical school in Korea. Journal of Educational Evaluation for Health Professions 18, pages 25.
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Aida N.A. Abd‐Rahman, Izyan H. Baharuddin, Mohamed I. Abu‐Hassan & Sally J. Davies. (2021) A comparison of different standard‐setting methods for professional qualifying dental examination. Journal of Dental Education 85:7, pages 1210-1216.
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Matt Homer. (2020) Re-conceptualising and accounting for examiner (cut-score) stringency in a ‘high frequency, small cohort’ performance test. Advances in Health Sciences Education 26:2, pages 369-383.
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I. A. Selivanova, I. Yu. Markovina, I. R. Ilyasov, A. K. Zhevlakova & R. P. Terekhov. (2020) Test Items Validation in the Context of Education Export. Vysshee Obrazovanie v Rossii = Higher Education in Russia 29:6, pages 136-143.
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Isabelle Cremers, Anthea Pisani, Matea Majerović, Jan Lillienau, Spyros Michopoulos, Kristine Wiencke, Tony Ellis & Ian Barrison. (2020) European Specialty Examination in Gastroenterology and Hepatology examination — improving education in gastroenterology and hepatology. World Journal of Meta-Analysis 8:2, pages 41-47.
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Pedro Tadao Hamamoto Filho, Eduardo Silva, Zilda Maria Tosta Ribeiro, Maria de Lourdes Marmorato Botta Hafner, Dario Cecilio-Fernandes & Angélica Maria Bicudo. (2020) Relationships between Bloom’s taxonomy, judges’ estimation of item difficulty and psychometric properties of items from a progress test: a prospective observational study. Sao Paulo Medical Journal 138:1, pages 33-39.
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Jacob Melchiors, K. Petersen, T. Todsen, A. Bohr, Lars Konge & Christian von Buchwald. (2018) Procedure-specific assessment tool for flexible pharyngo-laryngoscopy: gathering validity evidence and setting pass–fail standards. European Archives of Oto-Rhino-Laryngology 275:6, pages 1649-1655.
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Neville G. Chiavaroli, Eleanor J. Beck, Catherine Itsiopoulos, Paul Wilkinson, Kay Gibbons & Claire Palermo. (2018) Development and validation of a written credentialing examination for overseas‐educated dietitians. Nutrition & Dietetics 75:2, pages 235-243.
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Kadambari D, Kumar S, Zayapragassarazan Z & Parija SCKadambari D, Kumar S, Zayapragassarazan Z & Parija SC. 2018. Improving Discipline-Based Undergraduate Medical Curriculum. Improving Discipline-Based Undergraduate Medical Curriculum
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Claudia Kiessling, Zoi Tsimtsiou, Geurt Essers, Marc van Nuland, Tor Anvik, Maria M. Bujnowska-Fedak, Richard Hovey, Ragnar Joakimsen, Noëlle Junod Perron, Marcy Rosenbaum & Jonathan Silverman. (2017) General principles to consider when designing a clinical communication assessment program. Patient Education and Counseling 100:9, pages 1762-1768.
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Mantosh Dewan, Katherine Walia, Zsuzsa Szombathyne Meszaros, John Manring & Usha Satish. (2016) Using Meaningful Outcomes to Differentiate Change from Innovation in Medical Education. Academic Psychiatry 41:1, pages 100-105.
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Sarah R. Wright & Matt Homer. (2017) Addressing the theory-practice gap in assessment. Perspectives on Medical Education 6:1, pages 7-9.
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Aidan Byrne, Tereza Soskova, Jayne Dawkins & Lee Coombes. (2016) A pilot study of marking accuracy and mental workload as measures of OSCE examiner performance. BMC Medical Education 16:1.
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Boaz Shulruf, Tim Wilkinson, Jennifer Weller, Philip Jones & Phillippa Poole. (2016) Insights into the Angoff method: results from a simulation study. BMC Medical Education 16:1.
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Steven A. Burr, John Whittle, Lucy C. Fairclough, Lee Coombes & Ian Todd. (2016) Modifying Hofstee standard setting for assessments that vary in difficulty, and to determine boundaries for different levels of achievement. BMC Medical Education 16:1.
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Sara Mortaz Hejri, Kamran Yazdani, Ali Labaf, John J. Norcini & Mohammad Jalili. (2016) Introducing a model for optimal design of sequential objective structured clinical examinations. Advances in Health Sciences Education 21:5, pages 1047-1060.
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Ebbe Thinggaard, Flemming Bjerrum, Jeanett Strandbygaard, Ismail Gögenur & Lars Konge. (2016) Ensuring Competency of Novice Laparoscopic Surgeons—Exploring Standard Setting Methods and their Consequences. Journal of Surgical Education 73:6, pages 986-991.
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Victoria Brazil & Simon Carley. (2016) Does the new Fellowship Examination format ensure a sufficient standard for FACEMs? No. Emergency Medicine Australasia 28:2, pages 238-239.
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H. Bateman, J. M. Thomason, G. McCracken & J. Ellis. (2016) Developing assessment: involving the sessional clinical teacher. British Dental Journal 220:3, pages 129-132.
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Debra M. Pugh, Timothy J. Wood & John R. Boulet. (2015) Assessing Procedural Competence. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 10:5, pages 288-294.
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J. Puryer & D. O'Sullivan. (2015) An introduction to standard setting methods in dentistry. British Dental Journal 219:7, pages 355-358.
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Nina Multak, Karen Newell, Sherrie Spear, Ross J. Scalese & S. Barry Issenberg. (2015) A Multi-Institutional Study Using Simulation to Teach Cardiopulmonary Physical Examination and Diagnosis Skills to Physician Assistant Students. Journal of Physician Assistant Education 26:2, pages 70-76.
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Arturo G. Rillo, Beatriz Elina Martínez-Carrillo, Luis Guillermo de Hoyos Martinez, Mario E. Arceo Guzman, Victor Manuel Elizalde Valdés & Javier Jaimes García. (2015) Construcción de mallas por competencias para el curso de fisiología. Investigación en Educación Médica 4:14, pages 88-98.
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