Citations (55)
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C. Heal, K. D’Souza, L. Hall, J. Smith & K. Jones. (2022) Changes to objective structured clinical examinations (OSCE) at Australian medical schools in response to the COVID-19 pandemic. Medical Teacher 44:4, pages 418-424.
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Clare Heal, Karen D’Souza, Jennifer Banks, Bunmi S. Malau-Aduli, Richard Turner, Jane Smith, Ebony Bray, Lizzi Shires & Ian Wilson. (2019) A snapshot of current Objective Structured Clinical Examination (OSCE) practice at Australian medical schools. Medical Teacher 41:4, pages 441-447.
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Gandes Retno Rahayu, Yoyo Suhoyo, Rachmadya Nurhidayah, Mohammad Adrian Hasdianda, Sari Puspa Dewi, Yulherina Chaniago, Riyani Wikaningrum, Tatong Hariyanto, Sugito Wonodirekso & Trihanggono Achmad. (2016) Large-scale multi-site OSCEs for national competency examination of medical doctors in Indonesia. Medical Teacher 38:8, pages 801-807.
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Bunmi Sherifat Malau-Aduli, Peta-Ann Teague, Richard Turner, Benjamin Holman, Karen D’Souza, David Garne, Clare Heal, Paula Heggarty, Judith Nicky Hudson, Ian G. Wilson & Cees Van Der Vleuten. (2016) Improving assessment practice through cross-institutional collaboration: An exercise on the use of OSCEs. Medical Teacher 38:3, pages 263-271.
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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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Kamran Z. Khan, Kathryn Gaunt, Sankaranarayanan Ramachandran & Piyush Pushkar. (2013) The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part II: Organisation & Administration. Medical Teacher 35:9, pages e1447-e1463.
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Kamran Z. Khan, Sankaranarayanan Ramachandran, Kathryn Gaunt & Piyush Pushkar. (2013) The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part I: An historical and theoretical perspective. Medical Teacher 35:9, pages e1437-e1446.
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G. Pell, R. Fuller, M. Homer & Trudie Roberts. (2012) Is short-term remediation after OSCE failure sustained? A retrospective analysis of the longitudinal attainment of underperforming students in OSCE assessments. Medical Teacher 34:2, pages 146-150.
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Victor Oyaro Gekara, Michael Bloor & Helen Sampson. (2011) Computer‐based assessment in safety‐critical industries: the case of shipping. Journal of Vocational Education & Training 63:1, pages 87-100.
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Godfrey Pell, Richard Fuller, Matthew Homer & Trudie Roberts. (2010) How to measure the quality of the OSCE: A review of metrics – AMEE guide no. 49. Medical Teacher 32:10, pages 802-811.
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Karim Bandali, Kathryn Parker, Michelle Mummery & Mary Preece. (2008) Skills integration in a simulated and interprofessional environment: An innovative undergraduate applied health curriculum. Journal of Interprofessional Care 22:2, pages 179-189.
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Articles from other publishers (43)
Wai Yee Amy Wong, Jill Thistlethwaite, Karen Moni & Chris Roberts. (2022) Using cultural historical activity theory to reflect on the sociocultural complexities in OSCE examiners’ judgements. Advances in Health Sciences Education 28:1, pages 27-46.
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Thuy Minh Ha. (2023) A commentary on the National Medical Licensing Examination in Vietnam: why, what, who and how. MedEdPublish 13, pages 30.
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Thuy Minh Ha. (2023) A commentary on the National Medical Licensing Examination in Vietnam: why, what, who and how. MedEdPublish 13, pages 30.
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Guillaume Ficheux, Jean-Paul Niguet, Thierry Van der Linden, Hélène Bulckaen, Marie-Laure Charkaluk, Pierrette Perimenis, Françoise Roy Saint-Georges, Élodie Hernandez & Mathieu Lorenzo. (2023) Dans quelle mesure les examens cliniques objectifs structurés (ECOS) sont-ils un outil valide pour l’évaluation des performances cliniques à la fin du second cycle des études médicales ? Analyse d’une expérience lilloise selon le modèle de Kane. Pédagogie Médicale, pages 200086.
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L. Azoyan, Y. Lombardi, M.C. Renaud, A. Duguet, S. Georgin-Lavialle, F. Cohen-Aubart, G. Ibanez & O. Steichen. (2023) Association entre les performances cliniques des étudiants et leur réussite aux Épreuves classantes nationales informatisées : une étude de cohorte rétrospective monocentrique. La Revue de Médecine Interne 44:1, pages 5-11.
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Clément Buléon, Laurent Mattatia, Rebecca D. Minehart, Jenny W. Rudolph, Fernande J. Lois, Erwan Guillouet, Anne-Laure Philippon, Olivier Brissaud, Antoine Lefevre-Scelles, Dan Benhamou, François Lecomte, the SoFraSimS Assessment with simul group, Anne Bellot, Isabelle Crublé, Guillaume Philippot, Thierry Vanderlinden, Sébastien Batrancourt, Claire Boithias-Guerot, Jean Bréaud, Philine de Vries, Louis Sibert, Thierry Sécheresse, Virginie Boulant, Louis Delamarre, Laurent Grillet, Marianne Jund, Christophe Mathurin, Jacques Berthod, Blaise Debien, Olivier Gacia, Guillaume Der Sahakian, Sylvain Boet, Denis Oriot & Jean-Michel Chabot. (2022) Simulation-based summative assessment in healthcare: an overview of key principles for practice. Advances in Simulation 7:1.
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Lorena Isbej, Cynthia Cantarutti, Javiera Fuentes‐Cimma, Eduardo Fuentes‐López, Uriel Montenegro, Duniel Ortuño, Natacha Oyarzo, Claudia Véliz & Arnoldo Riquelme. (2021) The best mirror of the students' longitudinal performance: Portfolio or structured oral exam assessment at clerkship?. Journal of Dental Education 86:4, pages 383-392.
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Ejaz Cheema & Majid Ali. (2021) It matters how we do it: A review of best practices of Observed Structured Clinical Examination in pharmacy education. Pharmacy Education 21, pages 283-291.
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C. Bachmann, R. Kropf, S. Biller, K.P. Schnabel, N. Junod Perron, M. Monti, C. Berendonk, S. Huwendiek & J. Breckwoldt. (2021) Development and national consensus finding on patient-centred high stakes communication skills assessments for the Swiss Federal Licensing Examination in Medicine. Patient Education and Counseling 104:7, pages 1765-1772.
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Duana Quigley & Julie Regan. (2021) Introduction of the Objective Structured Clinical Examination in Speech and Language Therapy Education: Student Perspectives. Folia Phoniatrica et Logopaedica 73:4, pages 316-325.
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Elaine L Sigalet, Dismas Matovelo, Jennifer L Brenner, Maendeleo Boniphace, Edgar Ndaboine, Lusako Mwaikasu, Girles Shabani, Julieth Kabirigi, Jaelene Mannerfeldt & Nalini Singhal. (2020) Rater training for standardised assessment of Objective Structured Clinical Examinations in rural Tanzania. BMJ Paediatrics Open 4:1, pages e000856.
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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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Celia Taylor, Basimenye Nhlema, Emily Wroe, Moses Aron, Henry Makungwa & Elizabeth L Dunbar. (2018) Determining whether Community Health Workers are ‘Deployment Ready’ Using
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Mélanie Marceau, Frances Gallagher, Meredith Young & Christina St-Onge. (2018) Validity as a social imperative for assessment in health professions education: a concept analysis. Medical Education 52:6, pages 641-653.
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Simon R. J. Maxwell, Jamie J. Coleman, Lynne Bollington, Celia Taylor & David J. Webb. (2017) Prescribing Safety Assessment 2016: Delivery of a national prescribing assessment to 7343 UK final-year medical students. British Journal of Clinical Pharmacology 83:10, pages 2249-2258.
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Christina St-Onge, Meredith Young, Kevin W. Eva & Brian Hodges. (2016) Validity: one word with a plurality of meanings. Advances in Health Sciences Education 22:4, pages 853-867.
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Ilse S. Meyer, Alwyn Louw & Dawn Ernstzen. (2017) Physiotherapy students’ perceptions of the dual role of the clinical educator as mentor and assessor: Influence on the teaching–learning relationship. South African Journal of Physiotherapy 73:1.
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Chris Roberts, Narelle Shadbolt, Tyler Clark & Phillip Simpson. (2014) The reliability and validity of a portfolio designed as a programmatic assessment of performance in an integrated clinical placement. BMC Medical Education 14:1.
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Marcie Swift, Ellen Spake & Byron J. Gajewski. (2013) The Reliability of a Musculoskeletal Objective Structured Clinical Examination in a Professional Physical Therapist Program. Journal of Physical Therapy Education 27:2, pages 41-48.
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Valerie Smith, Kathryn Muldoon & Linda Biesty. (2012) The Objective Structured Clinical Examination (OSCE) as a strategy for assessing clinical competence in midwifery education in Ireland: A critical review. Nurse Education in Practice 12:5, pages 242-247.
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J.J. McAleer & R.J. Grieve. (2011) The Role of the Final FRCR Examination in Specialist Training in Clinical Oncology. Clinical Oncology 23:8, pages 499-502.
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Sohail Bajammal, Rania Zaini, Wesam Abuznadah, Mohammad Al-Rukban, Syed Moyn Aly, Abdulaziz Boker, Abdulmohsen Al-Zalabani, Mohammad Al-Omran, Amro Al-Habib, Mona Al-Sheikh, Mohammad Al-Sultan, Nadia Fida, Khalid Alzahrani, Bashir Hamad, Mohammad Al Shehri, Khalid Bin Abdulrahman, Saleh Al-Damegh, Mansour M Al-Nozha & Tyrone Donnon. (2008) The need for national medical licensing examination in Saudi Arabia. BMC Medical Education 8:1.
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Hilary Abbey. (2008) Assessing clinical competence in osteopathic education: Analysis of outcomes of different assessment strategies at the British School of Osteopathy. International Journal of Osteopathic Medicine 11:4, pages 125-131.
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Richard Hays, Tarun Sen Gupta & Jan Veitch. (2008) The practical value of the standard error of measurement in borderline passfail decisions. Medical Education 42:8, pages 810-815.
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