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Teaching and Learning in Medicine
An International Journal
Volume 24, 2012 - Issue 2
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Analyses/Reviews of Literature

A Predictive and Construct Validity Study of a High-Stakes Objective Clinical Examination for Assessing the Clinical Competence of International Medical Graduates

Andrea Vallevand Faculty of Veterinary Medicine, University of Calgary, Calgary, Alberta, Canada
&
Claudio Violato Medical Education and Research Unit, University of Calgary, Calgary, Alberta, Canada
Pages 168-176 | Published online: 10 Apr 2012

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Natsu Fukui, Daniel K. Partain, Mei-Ean Yeow, Hannah N. Farfour, Larry Prokop & Amelia Barwise. (2023) Learning to collaborate with medical interpreters in health professions education: A systematic review of training programs. Medical Teacher 0:0, pages 1-15.
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Juan Andrés Trejo-Mejía, Melchor Sánchez-Mendiola, Ignacio Méndez-Ramírez & Adrián Martínez-González. (2016) Reliability analysis of the objective structured clinical examination using generalizability theory. Medical Education Online 21:1.
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Articles from other publishers (9)

Satoshi Hara, Kunio Ohta, Daisuke Aono, Toshikatsu Tamai, Makoto Kurachi, Kimikazu Sugimori, Hiroshi Mihara, Hiroshi Ichimura, Yasuhiko Yamamoto & Hideki Nomura. (2023) Feasibility and reliability of the pandemic-adapted online-onsite hybrid graduation OSCE in Japan. Advances in Health Sciences Education.
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Adrián Martínez-González, Melchor Sánchez-Mendiola, Silvia Lizett Olivares-Olivares, Juana I. Grimaldo-Avilés, Juan Andrés Trejo-Mejía, Adrián Israel Martínez-Franco, Amílcar Alpuche-Hernández & Gali E. Furman. (2020) Colaboración de tres escuelas de medicina de México en un examen clínico objetivo estructurado (ECOE). Investigación en Educación Médica:36, pages 58-69.
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Pedro Tanaka, Yoon Soo Park, Linda Liu, Chelsia Varner, Amanda H. Kumar, Charandip Sandhu, Roya Yumul, Kate Tobin McCartney, Jared Spilka & Alex Macario. (2020) Assessment Scores of a Mock Objective Structured Clinical Examination Administered to 99 Anesthesiology Residents at 8 Institutions. Anesthesia & Analgesia 131:2, pages 613-621.
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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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Anja Rogausch, Christine Beyeler, Stephanie Montagne, Patrick Jucker-Kupper, Christoph Berendonk, Sören Huwendiek, Armin Gemperli & Wolfgang Himmel. (2015) The influence of students’ prior clinical skills and context characteristics on mini-CEX scores in clerkships – a multilevel analysis. BMC Medical Education 15:1.
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Paul N. Lanken, Dennis H. Novack, Christof Daetwyler, Robert Gallop, J. Richard Landis, Jennifer Lapin, Geetha A. Subramaniam & Barbara A. Schindler. (2015) Efficacy of an Internet-Based Learning Module and Small-Group Debriefing on Trainees’ Attitudes and Communication Skills Toward Patients With Substance Use Disorders. Academic Medicine 90:3, pages 345-354.
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Sharon L.K. McDonough, Erika L. Kleppinger, Amy R. Donaldson & Kristen L. Helms. (2015) Going “high stakes” with a pharmacy OSCE: Lessons learned in the transition. Currents in Pharmacy Teaching and Learning 7:1, pages 4-11.
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Tavinder K. Ark, Neelam Ark & Bruno D. Zumbo. 2014. Validity and Validation in Social, Behavioral, and Health Sciences. Validity and Validation in Social, Behavioral, and Health Sciences 267 288 .
Chi-Wei Lin, Tsuen-Chiuan Tsai, Cheuk-Kwan Sun, Der-Fang Chen & Keh-Min Liu. (2013) Power of the policy: how the announcement of high-stakes clinical examination altered OSCE implementation at institutional level. BMC Medical Education 13:1.
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