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Medical Teacher Volume 42, 2020 - Issue 11
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ARTICLES

Entrustment within an objective structured clinical examination (OSCE) progress test: Bridging the gap towards competency-based medical education

Samantha Halmana Department of Medicine, The Ottawa Hospital, Ottawa, Ontario, Canada;b Faculty of Medicine, The University of Ottawa, Ottawa, Ontario, CanadaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-5474-9696View further author information
ORCID Icon,
Angel Yi Nam Fub Faculty of Medicine, The University of Ottawa, Ottawa, Ontario, CanadaView further author information
&
Debra Pugha Department of Medicine, The Ottawa Hospital, Ottawa, Ontario, Canada;b Faculty of Medicine, The University of Ottawa, Ottawa, Ontario, Canada;c Medical Council of Canada, Ottawa, Ontario, CanadaORCID Iconhttps://orcid.org/0000-0003-4076-9669View further author information
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Pages 1283-1288 | Published online: 17 Aug 2020

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Read on this site (3)

Navdeep S. Sidhu & Simon Fleming. (2023) Re-examining single-moment-in-time high-stakes examinations in specialist training: A critical narrative review. Medical Teacher 0:0, pages 1-9.
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Severin Pinilla, Seraina Lerch, Raphaela Lüdi, Florian Neubauer, Sabine Feller, Daniel Stricker, Christoph Berendonk & Sören Huwendiek. (2023) Entrustment versus performance scale in high-stakes OSCEs: Rater insights and psychometric properties. Medical Teacher 45:8, pages 885-892.
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Mehreen Khan, Urvi Karamchandani & Muhammad Saif Bukhari. (2021) Response to: Entrustment within an objective structured clinical examination (OSCE) progress test. Medical Teacher 43:5, pages 607-607.
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Articles from other publishers (7)

Azaan Vhora, Ryan L. Davies & Kylie Rice. (2023) The Psychometric Quality of Objective Structured Clinical Examinations Within Psychology Programs: A Systematic Review. Psychology Learning & Teaching 23:1, pages 4-25.
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Ikuo Shimizu, Junichiro Mori, Aiga Yamauchi, Sawako Kato, Yuichi Masuda, Yuichi Nakazawa & Hiroyuki Kanno. (2023) Progress testing of an objective structured clinical examination during undergraduate clinical clerkship: a mixed-methods pilot study. BMC Medical Education 23:1.
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Isabelle Burnier, Frédéric Launay, Mickaël Duveau & Marjolaine Gosset. (2023) Formalisation de la scénarisation d’un dispositif de formation avec patients simulés : la méthode SIMPS (Sujets/Instructions au candidat/Mesures/Patient/Support technique). Pédagogie Médicale 24:2, pages 103-113.
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Beatriz Martínez-Pascual, Ana Ramírez-Adrados, Silvia Fernández-Martínez, Cristina Gonzalez-de-Ramos, Valentín E. Fernández-Elías & Vicente J. Clemente-Suárez. (2022) Autonomic stress response of physiotherapy student in the different scenarios of an objective structured clinical examination. BMC Medical Education 22:1.
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Martha Spencer, Jonathan Sherbino & Rose Hatala. (2022) Examining the validity argument for the Ottawa Surgical Competency Operating Room Evaluation (OSCORE): a systematic review and narrative synthesis. Advances in Health Sciences Education 27:3, pages 659-689.
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Eric G. MeyerJohn R. BouletPatrick B. MonahanSteven J. DurningSebastian Uijtdehaage. (2022) A Pilot Study of the Generalizability of Preclinical Entrustment Assessments in Undergraduate Medical Education. Academic Medicine 97:4, pages 562-568.
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Pavlos Bobos, Dimitra V. Pouliopoulou, Alexandra Harriss, Jackie Sadi, Alison Rushton & Joy C. MacDermid. (2021) A systematic review and meta-analysis of measurement properties of objective structured clinical examinations used in physical therapy licensure and a structured review of licensure practices in countries with well-developed regulation systems. PLOS ONE 16:8, pages e0255696.
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