Citations (23)
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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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Christopher Harrison. (2022) Response to: Feedback to support examiners’ understanding of the standard-setting process and the performance of students: AMEE Guide No. 145. Medical Teacher 44:4, pages 453-453.
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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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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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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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Vijay John Daniels & Debra Pugh. (2018) Twelve tips for developing an OSCE that measures what you want. Medical Teacher 40:12, pages 1208-1213.
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Articles from other publishers (17)
Carolyn Nelles, Sylke Langenbeck, Dirk Lubbe, Bettina Doering, Elisa Flach, Christian Götz, Barbara Hinding & Johannes Lindenmeyer. (2023) Shows How!. Psychologische Rundschau.
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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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Patrick J. McGown, Celia A. Brown, Ann Sebastian, Ricardo Le, Anjali Amin, Andrew Greenland & Amir H. Sam. (2022) Is the assumption of equal distances between global assessment categories used in borderline regression valid?. BMC Medical Education 22:1.
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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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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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Subrata Chakraborty, Christopher Dann, Anuradha Mandal, Beverly Dann, Manoranjan Paul & Abdul Hafeez-Baig. (2021) Effects of rubric quality on marker variation in higher education. Studies in Educational Evaluation 70, pages 100997.
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Susanne Lück, Rolf Kienle, Sylke Langenbeck, Victoria Sehy & Julia Freytag. (2021) Motivierende Gesprächsführung mit Simulationspatient_innen lehren und prüfen. Zeitschrift für Klinische Psychologie und Psychotherapie 50:3-4, pages 159-167.
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Oscar Gilang Purnajati, Rachmadya Nur Hidayah & Gandes Retno Rahayu. (2021) Does objective structured clinical examination examiners’ backgrounds influence the score agreement?. The Asia Pacific Scholar 6:2, pages 48-56.
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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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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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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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Peter Yeates, Natalie Cope, Ashley Hawarden, Hannah Bradshaw, Gareth McCray & Matt Homer. (2019) 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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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, Lee Coombes, Arvin Damodaran, Adrian Freeman, Philip Jones, Steve Lieberman, Phillippa Poole, Joel Rhee, Tim Wilkinson & Peter Harris. (2018) Cut-scores revisited: feasibility of a new method for group standard setting. BMC Medical Education 18:1.
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G. Bordage & G. Page. (2018) The key-features approach to assess clinical decisions: validity evidence to date. Advances in Health Sciences Education 23:5, pages 1005-1036.
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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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