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Medical Teacher Volume 39, 2017 - Issue 1
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Original Articles

Hawks, Doves and Rasch decisions: Understanding the influence of different cycles of an OSCE on students’ scores using Many Facet Rasch Modeling

Peter YeatesSchool of Medicine, Keele University, Stoke-on-Trent, UK; Correspondence[email protected]
&
Stefanie S. Sebok-SyerFaculty of Education, Queen's University, Kingston, Ontario, Canada
Pages 92-99 | Published online: 29 Nov 2016

Citations (15)

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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. (2024) Interrater reliability in neurology objective structured clinical examination across specialties. Medical Teacher 46:2, pages 239-244.
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Yu Fu, Wenjuan Zhang, Saiyi Zhang, Dong Hua, Di Xu & Hua Huang. (2023) Applying a video recording, video-based rating method in OSCEs. Medical Education Online 28:1.
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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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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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Articles from other publishers (11)

Peter Yeates, Adriano Maluf, Natalie Cope, Gareth McCray, Stuart McBain, Dominic Beardow, Richard Fuller & Robert Bob McKinley. (2023) Using video-based examiner score comparison and adjustment (VESCA) to compare the influence of examiners at different sites in a distributed objective structured clinical exam (OSCE). BMC Medical Education 23:1.
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Sebastian Dewhirst, Timothy J. Wood, Warren J. Cheung & Jason R. Frank. (2023) Assessing the utility of a novel entrustment‐supervision assessment tool. Medical Education.
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James R. Seaward, Lillian R. Carter, Purushottam Nagarkar & Andrew Y. Zhang. (2023) Rating the Rater: A Technique for Minimizing Leniency Bias in Residency Applications. Plastic and Reconstructive Surgery - Global Open 11:4, pages e4892.
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Peter Yeates, Gareth McCray, Alice Moult, Natalie Cope, Richard Fuller & Robert McKinley. (2022) Determining the influence of different linking patterns on the stability of students’ score adjustments produced using Video-based Examiner Score Comparison and Adjustment (VESCA). BMC Medical Education 22:1.
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Peter Yeates, Adriano Maluf, Ruth Kinston, Natalie Cope, Gareth McCray, Kathy Cullen, Vikki O’Neill, Aidan Cole, Rhian Goodfellow, Rebecca Vallender, Ching-Wa Chung, Robert K McKinley, Richard Fuller & Geoff Wong. (2022) Enhancing authenticity, diagnosticity and e quivalence (AD-Equiv) in multicentre OSCE exams in health professionals education: protocol for a complex intervention study . BMJ Open 12:12, pages e064387.
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Matt Homer. (2022) Pass/fail decisions and standards: the impact of differential examiner stringency on OSCE outcomes. Advances in Health Sciences Education 27:2, pages 457-473.
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Peter YeatesAlice MoultNatalie CopeGareth McCrayEleftheria XilasTom LovelockNicholas VaughanDan DawRichard FullerRobert K. (Bob) McKinley. (2021) Measuring the Effect of Examiner Variability in a Multiple-Circuit Objective Structured Clinical Examination (OSCE). Academic Medicine 96:8, pages 1189-1196.
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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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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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Stefanie S Sebok-Syer, Saad Chahine, Christopher J Watling, Mark Goldszmidt, Sayra Cristancho & Lorelei Lingard. (2018) Considering the interdependence of clinical performance: implications for assessment and entrustment. Medical Education 52:9, pages 970-980.
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Sandra Monteiro, Debra Sibbald & Karen Coetzee. (2018) i-Assess: Evaluating the impact of electronic data capture for OSCE. Perspectives on Medical Education 7:2, pages 110-119.
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