Citations (28)
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Laura Mechtouff, Baptiste Balanca, Julien Jung, Julie Bourgeois-Vionnet, Chloé Dumot, Déborah Guery, Thiébaud Picart, Lionel Bapteste, Geneviève Demarquay, Alexandre Bani-Sadr, Lucie Rascle, Yves Berthezène, Timothée Jacquesson, Camille Amaz, Juliette Macabrey, Inès Ramos, Marie Viprey, Gilles Rode & Marion Cortet. (2023) Interrater reliability in neurology objective structured clinical examination across specialties. Medical Teacher 0:0, pages 1-6.
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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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Karen Coetzee & Sandra Monteiro. (2019) DRIFT happens, sometimes: Examining time based rater variance in a high-stakes OSCE. Medical Teacher 41:7, pages 819-823.
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Nicholas Turner, Katherine Laffan & Hannah Gerretsen. (2018) Comment on: Is there such thing as a fair OSCE?. Medical Teacher 40:11, pages 1193-1193.
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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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Katharine Reid, David Smallwood, Margo Collins, Ruth Sutherland & Agnes Dodds. (2016) Taking OSCE examiner training on the road: reaching the masses. Medical Education Online 21:1.
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Articles from other publishers (22)
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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Charu Sharma, Pratibha Singh, Shashank Shekhar, Abhishek Bhardwaj, Manisha Jhirwal, Navdeep Kaur Ghuman, Meenakshi Gothwal, Garima Yadav, Priyanka Kathuria & Vibha Mishra. (2023) Pre-COVID and COVID experience of objective structured clinical examination as a learning tool for post-graduate residents in Obstetrics & Gynecology-a quality improvement study. Obstetrics & Gynecology Science 66:4, pages 316-326.
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Rozhan Sediq, Jamal Salih, Fattah Fattah & Adnan Hassan. (2023) PERCEPTION OF MEDICAL STUDENTS AND EXAMINERS TOWARDS OBJECTIVE STRUCTURED CLINICAL EXAMINATION: A FEEDBACK FOR IMPROVEMENT. JOURNAL OF SULAIMANI MEDICAL COLLEGE 13:1, pages 57-68.
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Nazdar Alkhateeb, Abubakir Majeed Salih, Nazar Shabila & Ali Al-Dabbagh. (2022) Objective structured clinical examination: Challenges and opportunities from students’ perspective. PLOS ONE 17:9, pages e0274055.
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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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Lisa Bußenius, Martina Kadmon, Pascal O. Berberat & Sigrid Harendza. (2022) Evaluating the Global Rating scale’s psychometric properties to assess communication skills of undergraduate medical students in video-recorded simulated patient encounters. Patient Education and Counseling 105:3, pages 750-755.
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Molly Fyfe, Jo Horsburgh, Julia Blitz, Neville Chiavaroli, Sonia Kumar & Jennifer Cleland. (2021) The do’s, don’ts and don’t knows of redressing differential attainment related to race/ethnicity in medical schools. Perspectives on Medical Education 11:1, pages 1-14.
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Bunmi S. Malau‐Aduli, Richard B. Hays, Karen D’Souza, Amy M. Smith, Karina Jones, Richard Turner, Lizzi Shires, Jane Smith, Shannon Saad, Cassandra Richmond, Antonio Celenza & Tarun Sen Gupta. (2020) Examiners’ decision‐making processes in observation‐based clinical examinations. Medical Education 55:3, pages 344-353.
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Anna C. van der Want, Peter M. Bloemendaal & Jos A. van der Hage. (2021) Examiners’ Perceptions in Surgical Education: The Blind Spot in the Assessment of OSCEs. Journal of Surgical Education 78:2, pages 590-596.
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Catherine Hyde, Sarah Yardley, Janet Lefroy, Simon Gay & Robert K. McKinley. (2020) Clinical assessors’ working conceptualisations of undergraduate consultation skills: a framework analysis of how assessors make expert judgements in practice. Advances in Health Sciences Education 25:4, pages 845-875.
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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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Mohsen Tavakol & Gill Pinner. (2019) Using the Many-Facet Rasch Model to analyse and evaluate the quality of objective structured clinical examination: a non-experimental cross-sectional design. BMJ Open 9:9, pages e029208.
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Boaz Shulruf, Barbara-Ann Adelstein, Arvin Damodaran, Peter Harris, Sean Kennedy, Anthony O’Sullivan & Silas Taylor. (2018) Borderline grades in high stakes clinical examinations: resolving examiner uncertainty. BMC Medical Education 18:1.
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Boaz Shulruf, Arvin Damodaran, Phil Jones, Sean Kennedy, George Mangos, Anthony J. O’Sullivan, Joel Rhee, Silas Taylor, Gary Velan & Peter Harris. (2018) Enhancing the defensibility of examiners’ marks in high stake OSCEs. BMC Medical Education 18:1.
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Lauren Chong, Silas Taylor, Matthew Haywood, Barbara-Ann Adelstein & Boaz Shulruf. (2017) The sights and insights of examiners in objective structured clinical examinations. Journal of Educational Evaluation for Health Professions 14, pages 34.
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Iris Schleicher, Karsten Leitner, Jana Juenger, Andreas Moeltner, Miriam Ruesseler, Bernd Bender, Jasmina Sterz, Karl-Friedrich Schuettler, Sarah Koenig & Joachim Gerhard Kreuder. (2017) Examiner effect on the objective structured clinical exam – a study at five medical schools. BMC Medical Education 17:1.
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Miranda Daly, Yenna Salamonson, Paul J. Glew & Bronwyn Everett. (2017) Hawks and doves: The influence of nurse assessor stringency and leniency on pass grades in clinical skills assessments. Collegian 24:5, pages 449-454.
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Peter A. Brennan, Duncan S. Scrimgeour, Sheena Patel, Roshnee Patel, Gareth Griffiths, David T. Croke, Lee Smith & Richard Arnett. (2017) Changing Objective Structured Clinical Examinations Stations at Lunchtime During All Day Postgraduate Surgery Examinations Improves Examiner Morale and Stress. Journal of Surgical Education 74:4, pages 736-747.
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Achim Mortsiefer, André Karger, Thomas Rotthoff, Bianca Raski & Michael Pentzek. (2017) Examiner characteristics and interrater reliability in a communication OSCE. Patient Education and Counseling 100:6, pages 1230-1234.
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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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Peter A. Brennan, David T. Croke, Malcolm Reed, Lee Smith, Euan Munro, John Foulkes & Richard Arnett. (2016) Does Changing Examiner Stations During UK Postgraduate Surgery Objective Structured Clinical Examinations Influence Examination Reliability and Candidates’ Scores?. Journal of Surgical Education 73:4, pages 616-623.
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Ori Plonsky, Daniel L. Chen, Liat Netzer, Talya Steiner & Yuval Feldman. (2019) Best to Be Last: Serial Position Effects in Legal Decisions in the Field and in the Lab. SSRN Electronic Journal.
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