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Medical Teacher Volume 42, 2020 - Issue 11
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ARTICLES

Understanding and developing procedures for video-based assessment in medical education

Peter Yeatesa School of Medicine, Keele University, Keele, UK;b Department of Acute Medicine, Fairfield General Hospital, Pennine Acute Hospital NHS Trust, Bury, UKORCID Iconhttps://orcid.org/0000-0001-6316-4051View further author information
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Alice Moulta School of Medicine, Keele University, Keele, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-9424-5660View further author information
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Janet Lefroya School of Medicine, Keele University, Keele, UKORCID Iconhttps://orcid.org/0000-0002-2662-1919View further author information
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Jacqualyn Walsh-Housea School of Medicine, Keele University, Keele, UKView further author information
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Lorraine Clewsa School of Medicine, Keele University, Keele, UKView further author information
,
Robert McKinleya School of Medicine, Keele University, Keele, UKORCID Iconhttps://orcid.org/0000-0002-3684-3435View further author information
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Richard Fullerc School of Medicine, University of Liverpool, Liverpool, UKORCID Iconhttps://orcid.org/0000-0001-7965-4864View further author information
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Pages 1250-1260 | Published online: 04 Aug 2020

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Read on this site (3)

Richard Fuller, Viktoria C. T. Goddard, Vishna D. Nadarajah, Tamsin Treasure-Jones, Peter Yeates, Karen Scott, Alexandra Webb, Krisztina Valter & Eeva Pyorala. (2022) Technology enhanced assessment: Ottawa consensus statement and recommendations. Medical Teacher 44:8, pages 836-850.
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Alexandra Makrides & Peter Yeates. (2022) Memory, credibility and insight: How video-based feedback promotes deeper reflection and learning in objective structured clinical exams. Medical Teacher 44:6, pages 664-671.
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Alice Moult, Robert K. McKinley & Peter Yeates. (2021) Understanding patient involvement in judging students’ communication skills in OSCEs. Medical Teacher 43:9, pages 1070-1078.
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Articles from other publishers (9)

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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Matt Homer. (2023) Towards a more nuanced conceptualisation of differential examiner stringency in OSCEs. Advances in Health Sciences Education.
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Memoona Usman, Dimitrios Adamis & Geraldine McCarthy. (2023) Perspectives of psychiatric trainees and examiners on the assessment of communication skills during an online clinical examination: a qualitative study. Irish Journal of Psychological Medicine, pages 1-7.
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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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Peter Yeates, Richard FullerRobert K. (Bob) McKinley. (2022) In Reply to Anto et al. Academic Medicine 97:4, pages 475-476.
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Katarzyna M. Sims, Ralph Brooks, Lisa Nichols, Maximilian D. Wegener & Merceditas S. Villanueva. 2022. Instructional Design Exemplars in eHealth and mHealth Education Interventions. Instructional Design Exemplars in eHealth and mHealth Education Interventions 217 237 .
Peter Yeates, Alice Moult, Natalie Cope, Gareth McCray, Richard Fuller & Robert McKinley. (2022) Determining influence, interaction and causality of contrast and sequence effects in objective structured clinical exams. Medical Education 56:3, pages 292-302.
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Kelly Macauley, Stephanie Laprino & Tracy Brudvig. (2022) Perceptions of Physical Therapy Students on their Psychomotor Examinations: a Qualitative Study. Medical Science Educator 32:2, pages 349-360.
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