Citations (17)
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Read on this site (10)
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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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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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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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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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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Rick Wallace, Emily C. Weyant & Nakia J. Woodward. (2017) Using Checklists to Rethink Library Resources and Services Training. Journal of Hospital Librarianship 17:2, pages 125-136.
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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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Articles from other publishers (7)
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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Craig Brown, Anna MacLeod, Lorraine Hawick & Jennifer Cleland. (2023) Disembodied, dehumanised but safe and feasible: The social‐spatial flow of a pandemic OSCE. Medical Education.
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Akram Alsahafi, Davina Li Xin Ling, Micheál Newell & Thomas Kropmans. (2023) A systematic review of effective quality feedback measurement tools used in clinical skills assessment. MedEdPublish 12, pages 11.
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Akram Alsahafi, Davina Li Xin Ling, Micheál Newell & Thomas Kropmans. (2022) A systematic review of effective quality feedback measurement tools used in clinical skills assessment. MedEdPublish 12, pages 11.
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Anna Torres, Magdalena Horodeńska, Grzegorz Witkowski, Tomasz Bielecki & Kamil Torres. (2019) High-Fidelity Hybrid Simulation: A Novel Approach to Teaching Pediatric and Adolescent Gynecology. Journal of Pediatric and Adolescent Gynecology 32:2, pages 110-116.
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Peter Yeates, Natalie Cope, Ashley Hawarden, Hannah Bradshaw, Gareth McCray & Matt Homer. (2018) Developing a video‐based method to compare and adjust examiner effects in fully nested OSCEs. Medical Education 53:3, pages 250-263.
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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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