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Medical Teacher Volume 37, 2015 - Issue 7
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Original Articles

Money makes the (medical assessment) world go round: The cost of components of a summative final year Objective Structured Clinical Examination (OSCE)

Craig BrownUniversity of Aberdeen, UK,
,
Sarah RossUniversity of Aberdeen, UK,
,
Jennifer ClelandUniversity of Aberdeen, UK, Correspondence[email protected]
&
Kieran WalshBMJ Learning, UK
Pages 653-659 | Published online: 29 Apr 2015

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J. Cleland, J. Blitz, K. B. J. M. Cleutjens, M. G. A. oude Egbrink, S. Schreurs & F. Patterson. (2023) Robust, defensible, and fair: The AMEE guide to selection into medical school: AMEE Guide No. 153. Medical Teacher 45:10, pages 1071-1084.
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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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Jonathan Foo, David A. Cook, Martin Tolsgaard, George Rivers, Jennifer Cleland, Kieran Walsh, Mohamed Elhassan Abdalla, You You, Dragan Ilic, Robert Golub, Henry Levin & Stephen Maloney. (2021) How to conduct cost and value analyses in health professions education: AMEE Guide No. 139. Medical Teacher 43:9, pages 984-998.
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Elizabeth Anne Bell, Jennifer Cleland & Nitin Gambhir. (2021) ‘It clarified a lot’: GP trainees as peer role players in a formative Clinical Skills Assessment (CSA). Education for Primary Care 32:2, pages 85-90.
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Craig Brown, Jennifer Cleland & Kieran Walsh. (2016) The costs of medical education assessment. Medical Teacher 38:2, pages 111-112.
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Andrew MacMillan, Patrick Gauthier, Luciane Alberto, Arabella Gaunt, Rachel Ives, Chris Williams & Dr Jerry Draper-Rodi. (2023) The extent and quality of evidence for osteopathic education: A scoping review. International Journal of Osteopathic Medicine 49, pages 100663.
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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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Emily J. Hall, Sarah Baillie, Julie A. Hunt, Alison J. Catterall, Lissann Wolfe, Annelies Decloedt, Abi J. Taylor & Sandra Wissing. (2023) Practical Tips for Setting Up and Running OSCEs. Journal of Veterinary Medical Education 50:3, pages 258-265.
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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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Ellie Flatt, Paul Brewer, Malek Racy, Faisal Mushtaq, Rachael Ashworth, Fazal Ali & James Tomlinson. (2023) Can educational video resources improve learning when used to augment traditional teaching of clinical examination? A randomized control trial of novice medical students. BMC Medical Education 23:1.
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Abigail Phillips, Karen E. Hauer, H. Carrie Chen, Alisa Wray, Sarah Watanaskul & Christy Boscardin. (2023) The Consequences of Step 2 Clinical Skills Examination Discontinuation for Medical Schools and Sustainability Plans for Clinical Skills Assessment. Academic Medicine Publish Ahead of Print.
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Sheraz Khan, Najma Naz, Sabiha Khaum, Malika Zabeeda, Usama Siddique & Muhammad Salman. (2022) Perception of Faculty teachers towards OSCE in Public Nursing Colleges of Peshawar. Pakistan Journal of Health Sciences, pages 157-161.
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Lindsay C. Strowd, Hong Gao, Donna M. Williams, Timothy R. Peters & Jennifer Jackson. (2022) Early Pre-clerkship Clinical Skills Assessments Predict Clerkship Performance. Medical Science Educator 32:2, pages 463-471.
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Joanna Lavery. (2022) Observed structured clinical examination as a means of assessing clinical skills competencies of ANPs. British Journal of Nursing 31:4, pages 214-220.
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Mostafa Dehghani Poudeh, Aeen Mohammadi, Rita Mojtahedzadeh & Nikoo Yamani. (2021) Entrustability levels of general internal medicine residents. BMC Medical Education 21:1.
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Dandan Chen, Huaping Sun, David O. Warner & Alex Macario. (2021) Residency program directors' perceptions about the impact of the American Board of Anesthesiology's Objective Structured Clinical Examination. Journal of Clinical Anesthesia 75, pages 110439.
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Rhian Deslandes & Louise Hughes. (2021) Peer marking of OSCEs within a UK pharmacy undergraduate programme - student views. Pharmacy Education 21, pages 73-82.
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Margaret Bearman, Rola Ajjawi, Sue Bennett & David Boud. (2020) The hidden labours of designing the Objective Structured Clinical Examination: a Practice Theory study. Advances in Health Sciences Education 26:2, pages 637-651.
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Waleed M. Sweileh. (2021) Global Research Activity on E-Learning in Health Sciences Education: a Bibliometric Analysis. Medical Science Educator 31:2, pages 765-775.
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Stephen Maloney, Nalini Pather, Jonathan Foo & Michelle D. Lazarus. (2020) Spending Wisely: The Role of Cost and Value Research in the Pursuit of Advancing Anatomical Sciences Education. Anatomical Sciences Education 14:2, pages 263-269.
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Samuel D. Chumbley, Vikram S. Devaraj & Karen Mattick. (2020) An Approach to Economic Evaluation in Undergraduate Anatomy Education. Anatomical Sciences Education 14:2, pages 171-183.
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Vijay Kumari SandhuCarla GarciaRaed HawaAndrea Waddell. (2021) A Communication-Based Assessment Station as an Alternative to the OSCE. Academic Medicine 96:2, pages 167-168.
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J. A. Cleland, J. Foo, D. Ilic, S. Maloney & Y. You. (2020) “You can’t always get what you want…”: economic thinking, constrained optimization and health professions education. Advances in Health Sciences Education 25:5, pages 1163-1175.
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Miriam Duncumb & Jennifer Cleland. (2019) Student Perceptions of a Sequential Objective Structured Clinical Examination. Journal of the Royal College of Physicians of Edinburgh 49:3, pages 245-249.
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Annette Saunders, Richard Say, Denis Visentin & Damhnat McCann. (2019) Evaluation of a collaborative testing approach to objective structured clinical examination (OSCE) in undergraduate nurse education: A survey study. Nurse Education in Practice 35, pages 111-116.
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Kieran Walsh. (2019) Perspective of junior doctors on the cost and value in e-learning. BMJ Simulation and Technology Enhanced Learning 5:1, pages 59-60.
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Sanne Schreurs, Jennifer Cleland, Arno M M Muijtjens, Mirjam G A oude Egbrink & Kitty Cleutjens. (2018) Does selection pay off? A cost-benefit comparison of medical school selection and lottery systems. Medical Education 52:12, pages 1240-1248.
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Kieran Walsh & Stephen Maloney. (2018) Self-directed learning using clinical decision support: costs and outcomes. British Journal of Hospital Medicine 79:7, pages 408-409.
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Sam Foster. (2018) Are the tests for overseas nurses fair?. British Journal of Nursing 27:9, pages 525-525.
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Mitchell G. Goldenberg & Teodor P. Grantcharov. 2018. Boot Camp Approach to Surgical Training. Boot Camp Approach to Surgical Training 123 130 .
Julian Archer, Nick Lynn, Lee Coombes, Martin Roberts, Tom Gale & Sam Regan de Bere. (2016) The medical licensing examination debate. Regulation & Governance 11:3, pages 315-322.
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Suzette CookeJean-Francois Lemay. (2017) Transforming Medical Assessment: Integrating Uncertainty Into the Evaluation of Clinical Reasoning in Medical Education. Academic Medicine 92:6, pages 746-751.
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Stephen Maloney & Terry Haines. (2016) Issues of cost-benefit and cost-effectiveness for simulation in health professions education. Advances in Simulation 1:1.
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