Citations (21)
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Ebenezer Chitra, Srinivasan Ramamurthy, Shar Mariam Mohamed & Vishna Devi Nadarajah. (2022) Study of the impact of objective structured laboratory examination to evaluate students’ practical competencies. Journal of Biological Education 56:5, pages 560-569.
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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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Alexandra Lindsay-Perez & Jessica Webster. (2018) Comment on: How do formative objective structured clinical examinations drive learning? Analysis of residents’ perceptions. Medical Teacher 40:10, pages 1078-1079.
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Articles from other publishers (18)
Frédéric Roca, Lucie Lepiller, Camille Keroulle, Doriane Lesage, Kevin Rougette & Philippe Chassagne. (2024) Effect of a multimodal training on the ability of medical students to administer the MMSE: a comparative study. BMC Medical Education 24:1.
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Brooke L. Boger, Jane M. Manfredi, Amanda J. Norman, Bea R. Biddinger, Katelyn Schade, Kelly Clancy & Sarah A. Shull. (2023) Accuracy and Confidence in Performing Canine Stifle Goniometry was Similar between Simulation-Model or Traditional Textbook Trained Veterinary Students. Journal of Veterinary Medical Education.
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Gabriela Rodrigues Bragagnollo, Rosangela Andrade Aukar de Camargo Camargo, Luciana Mara Monti Fonseca, Marta Gràcia Garcia, Wallacy Jhon Silva Araújo, Ramon Azevedo Silva de Castro, Marta Cristiane Alves Pereira & Beatriz Rossetti Ferreira. (2023) Construção e validação de Quiz para avaliação de conhecimento cognitivo sobre febre maculosa. REME-Revista Mineira de Enfermagem 27.
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A.V. Pérez Baena & F. Sendra Portero. (2023) The objective structured clinical examination (OSCE): Main aspects and the role of imaging. Radiología (English Edition) 65:1, pages 55-65.
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Faisal Alsaif, Lamia Alkuwaiz, Mohammed Alhumud, Reem Idris, Lina Neel, Mansour Aljabry & Mona Soliman. (2022) Evaluation of the Experience of Peer-led Mock Objective Structured Practical Examination for First- and Second-year Medical Students. Advances in Medical Education and Practice Volume 13, pages 987-992.
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Vincent DionChristina St-OngeIlona BartmanClaire TouchieDebra Pugh. (2022) Written-Based Progress Testing: A Scoping Review. Academic Medicine 97:5, pages 747-757.
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Walter Tavares, Jacob Pearce & Kevin Eva. 2022. Applied Philosophy for Health Professions Education. Applied Philosophy for Health Professions Education
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Stephanie Dizon, Janine C Malcolm, Jan-Joost Rethans & Debra Pugh. (2021) Assessing the validity of an OSCE developed to assess rare, emergent or complex clinical conditions in endocrinology & metabolism. BMC Medical Education 21:1.
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Eve Cosker, Valentin Favier, Patrice Gallet, Francis Raphael, Emmanuelle Moussier, Louise Tyvaert, Marc Braun & Eva Feigerlova. (2021) Tutor–Student Partnership in Practice OSCE to Enhance Medical Education. Medical Science Educator 31:6, pages 1803-1812.
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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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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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Samar A. Ahmed, Nagwa N. Hegazy, Hany W. Abdel Malak, W. Cliff KayserIIIIII, Noha M. Elrafie, Mohammed Hassanien, Abdulmonem A. Al-Hayani, Sherif A. El Saadany, Abdulrahman O. AI-Youbi & Mohamed H. Shehata. (2020) Model for utilizing distance learning post COVID-19 using (PACT)™ a cross sectional qualitative study. BMC Medical Education 20:1.
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Daniel Saddawi-KonefkaKeith H. Baker. (2020) The American Board of Anesthesiology Gets a Passing Grade on Its New Objective Structured Clinical Examination. Anesthesia & Analgesia 131:5, pages 1409-1411.
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Dalia Limor Karol & Debra Pugh. (2020) Potential of feedback during objective structured clinical examination to evoke an emotional response in medical students in Canada. Journal of Educational Evaluation for Health Professions 17, pages 5.
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Nazdar Ezzaddin Alkhateeb, Ali Al-Dabbagh, Mohammed Ibrahim & Namir Ghanim Al-Tawil. (2019) Effect of a Formative Objective Structured Clinical Examination on the Clinical Performance of Undergraduate Medical Students in a Summative Examination: A Randomized Controlled Trial. Indian Pediatrics 56:9, pages 745-748.
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Lorenzo Madrazo, Claire Bo Lee, Meghan McConnell, Karima Khamisa & Debra Pugh. (2019) No observed effect of a student-led mock objective structured clinical examination on subsequent performance scores in medical students in Canada. Journal of Educational Evaluation for Health Professions 16, pages 14.
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Kathleen Hanley, Colleen Gillespie, Sondra Zabar, Jennifer Adams & Adina Kalet. (2019) Monitoring communication skills progress of medical students: Establishing a baseline has value, predicting the future is difficult. Patient Education and Counseling 102:2, pages 309-315.
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Reem Rachel Abraham, Faith Alele, Ullas Kamath, Annamma Kurien, Kiranmai S. Rai, Indira Bairy, Mohandas K. G. Rao, Guruprasad Rao, Vasudha Devi, Yeshwant K. Rao, Tarun Sen Gupta & Bunmi S. Malau-Aduli. (2018) Assessment for learning: a needs analysis study using formative assessment to evaluate the need for curriculum reform in basic sciences. Advances in Physiology Education 42:3, pages 482-486.
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