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Medical Education Online Volume 24, 2019 - Issue 1
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Formative assessment scores in tutorial sessions correlates with OSCE and progress testing scores in a PBL medical curriculum

Lucélio B. CoutoDepartment of Medicine, University of Ribeirão Preto, Ribeirão Preto, BrazilORCID Iconhttps://orcid.org/0000-0002-9549-7739View further author information
ORCID Icon,
Marina T. DurandDepartment of Medicine, University of Ribeirão Preto, Ribeirão Preto, BrazilORCID Iconhttps://orcid.org/0000-0002-5625-4662View further author information
ORCID Icon,
Amora C. D. WolffDepartment of Medicine, University of Ribeirão Preto, Ribeirão Preto, BrazilView further author information
,
Carolina B. A. RestiniPharm & Tox Department, COM-Michigan State University, Lansing, MI, USAORCID Iconhttps://orcid.org/0000-0001-5158-485XView further author information
ORCID Icon,
Milton Faria Jr.Department of Medicine, University of Ribeirão Preto, Ribeirão Preto, BrazilView further author information
,
Gustavo Salata RomãoDepartment of Medicine, University of Ribeirão Preto, Ribeirão Preto, BrazilView further author information
&
Reinaldo B. BestettiDepartment of Medicine, University of Ribeirão Preto, Ribeirão Preto, BrazilCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-4488-9601View further author information
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Article: 1560862 | Received 12 Apr 2018, Accepted 12 Dec 2018, Published online: 09 Jan 2019

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Andy Wearn, Vanshay Bindra, Bradley Patten & Benjamin P. T. Loveday. (2023) Relationship between medical programme progress test performance and surgical clinical attachment timing and performance. Medical Teacher 45:8, pages 877-884.
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Reinaldo B Bestetti, Lucélio B Couto, Priscila Roncato-Paiva, Gustavo S Romão, Milton Faria-Jr, Rosemary Aparecida Furlan-Daniel, Tufik José Magalhães Geleilete, Salim Demetrio Jorge-Neto, Fernanda Porfirio Mendonça, Marcelo Engracia Garcia & Marina Toledo Durand. (2020) University Admission Test Associates with Academic Performance at the End of Medical Course in a PBL Medical Hybrid Curriculum. Advances in Medical Education and Practice 11, pages 579-585.
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Anthony J. Ziebert & David M. Waldschmidt. (2020) The Dental Licensure OSCE: A Modern Licensure Examination for Dentistry. Journal of the California Dental Association 48:7, pages 331-337.
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Articles from other publishers (7)

Filipe Manuel Vidal Falcão, Daniela S.M. Pereira, José Miguel Pêgo & Patrício Costa. (2023) Progress is impossible without change: implementing automatic item generation in medical knowledge progress testing. Education and Information Technologies.
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Oswin Chang, Anne M Holbrook, Simran Lohit, Jiawen Deng, Janice Xu, Munil Lee & Alan Cheng. (2023) Comparability of Objective Structured Clinical Examinations (OSCEs) and Written Tests for Assessing Medical School Students’ Competencies: A Scoping Review. Evaluation & the Health Professions, pages 016327872311657.
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Xiaoli Liu, Huan Zhu, Shufeng Zhou, Yong Peng, Mei Yang, Fen Chen & Xiaoming Li. (2023) EFFECT OF THE PROBLEM-BASED LEARNING METHOD ON STUDENT ELECTROENCEPHALOGRAMS AND MICROCIRCULATORY BLOOD PERFUSION IN THE TEACHING OF SPORTS PHYSIOLOGY. Revista Brasileira de Medicina do Esporte 29.
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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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Luciana Castellani, Luiz Fernando Quintanilha, Maria Belen Arriaga, Maria de Lourdes Lima & Bruno Bezerril Andrade. (2020) OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE) AS A RELIABLE EVALUATION STRATEGY: EVIDENCE FROM A BRAZILIAN MEDICAL SCHOOL. Problems of Education in the 21st Century 78:5, pages 674-687.
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Maysoun Al Rushood & Amal Al-Eisa. (2020) Factors predicting students’ performance in the final pediatrics OSCE. PLOS ONE 15:9, pages e0236484.
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Nobuyasu Komasawa, Fumio Terasaki, Takashi Nakano & Ryo Kawata. (2020) Relationships between objective structured clinical examination, computer-based testing, and clinical clerkship performance in Japanese medical students. PLOS ONE 15:3, pages e0230792.
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