Citations (84)
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Katharine Boursicot, Sandra Kemp, John Norcini, Vishna Devi Nadarajah, Susan Humphrey-Murto, Elize Archer, Jen Williams, Eeva Pyörälä & Riitta Möller. (2023) Synthesis and perspectives from the Ottawa 2022 conference on the assessment of competence. Medical Teacher 45:9, pages 978-983.
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Zhehan Jiang, Jinying Ouyang, Li Li, Yuting Han, Lingling Xu, Ren Liu & Junhua Sun. (2022) Cost-Effectiveness Analysis in Performance Assessments: A Case Study of the Objective Structured Clinical Examination. Medical Education Online 27:1.
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Ilene Rosenberg, Listy Thomas, Gabbriel Ceccolini & Richard Feinn. (2022) ‘Early identification of struggling pre-clerkship learners using formative clinical skills OSCEs: an assessment for learning program.’. Medical Education Online 27:1.
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Matt Homer & Jen Russell. (2021) Conjunctive standards in OSCEs: The why and the how of number of stations passed criteria. Medical Teacher 43:4, pages 448-455.
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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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William B. Cutrer, Regina G. Russell, Mario Davidson & Kimberly D. Lomis. (2020) Assessing medical student performance of Entrustable Professional Activities: A mixed methods comparison of Co-Activity and Supervisory Scales. Medical Teacher 42:3, pages 325-332.
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Helena C Frawley$suffix/text()$suffix/text(), Patricia Neumann$suffix/text()$suffix/text() & Clare Delany$suffix/text()$suffix/text(). (2019) An argument for competency-based training in pelvic floor physiotherapy practice. Physiotherapy Theory and Practice 35:12, pages 1117-1130.
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Ronald M. Harden & Pat Lilley. (2018) Best practice for assessment. Medical Teacher 40:11, pages 1088-1090.
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Kimberly D. Lomis, Regina G. Russell, Mario A. Davidson, Amy E. Fleming, Cathleen C. Pettepher, William B. Cutrer, Geoffrey M. Fleming & Bonnie M. Miller. (2017) Competency milestones for medical students: Design, implementation, and analysis at one medical school. Medical Teacher 39:5, pages 494-504.
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Ronald M. Harden. (2015) Have we got assessment wrong? Thoughts from the Ottawa Conference and the need for a Pumpkin Plan. Medical Teacher 37:3, pages 209-210.
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Yoyo Suhoyo, Johanna Schönrock-Adema, Gandes Retno Rahayu, Jan B. M. Kuks & Janke Cohen-Schotanus. (2014) Meeting international standards: A cultural approach in implementing the mini-CEX effectively in Indonesian clerkships. Medical Teacher 36:10, pages 894-902.
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Pam Harvey, Natalie Radomski & Dennis O’Connor. (2013) Written feedback and continuity of learning in a geographically distributed medical education program. Medical Teacher 35:12, pages 1009-1013.
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Kamran Z. Khan, Sankaranarayanan Ramachandran, Kathryn Gaunt & Piyush Pushkar. (2013) The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part I: An historical and theoretical perspective. Medical Teacher 35:9, pages e1437-e1446.
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Madalena Folque Patrício, Miguel Julião, Filipa Fareleira & António Vaz Carneiro. (2013) Is the OSCE a feasible tool to assess competencies in undergraduate medical education?. Medical Teacher 35:6, pages 503-514.
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Natish Bindal, Helen Goodyear, Taruna Bindal & David Wall. (2013) DOPS assessment: A study to evaluate the experience and opinions of trainees and assessors. Medical Teacher 35:6, pages e1230-e1234.
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Keh-Min Liu, Tsuen-Chiuan Tsai & Shih-Li Tsai. (2013) Clinical skills examination as part of the Taiwan National Medical Licensing Examination. Medical Teacher 35:2, pages 173-173.
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DavidB. Swanson & CeesP.M. van der Vleuten. (2013) Assessment of Clinical Skills With Standardized Patients: State of the Art Revisited. Teaching and Learning in Medicine 25:sup1, pages S17-S25.
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Kamran Khan & Sankaranarayanan Ramachandran. (2012) Conceptual framework for performance assessment: Competency, competence and performance in the context of assessments in healthcare – Deciphering the terminology. Medical Teacher 34:11, pages 920-928.
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Gerard J. Gormley, Jenny Johnston, Clare Thomson & Kieran Mcglade. (2012) Awarding global grades in OSCEs: Evaluation of a novel eLearning resource for OSCE examiners. Medical Teacher 34:7, pages 587-589.
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Articles from other publishers (65)
Scott Patterson, Louise Shaw, Michelle M Rank & Brett Vaughan. (2023) Assessments Used for Summative Purposes during Internal Medicine Specialist Training: A Rapid Review. Education Sciences 13:10, pages 1057.
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Aliki Thomas, Annie Rochette, Catherine George, Muhammad Zafar Iqbal, Rebecca Ataman, Christina St-Onge, Jill Boruff & Jean-Sébastien Renaud. (2023) The Definitions and Conceptualizations of the Practice Context in the Health Professions: A Scoping Review. Journal of Continuing Education in the Health Professions 43:4S, pages S18-S29.
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Lorne L. Costello, Dennis D. Cho, Ryan C. Daniel, Joana Dida, Jodie Pritchard & Kaif Pardhan. (2023) Emergency medicine resident perceptions of simulation-based training and assessment in competence by design. Canadian Journal of Emergency Medicine 25:10, pages 828-835.
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Angelina Lim, Sunanthiny Krishnan, Harjit Singh, Simon Furletti, Mahbub Sarkar, Derek Stewart & Daniel Malone. (2023) Linking assessment to real life practice – comparing work based assessments and objective structured clinical examinations using mystery shopping. Advances in Health Sciences Education.
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Aderemi O Alalade & Sindhu Sekar. (2023) Simulation-Based Education for Enhancing Obstetric Emergency Response: A Needs Impact Evaluation. Cureus.
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Isabelle Boulais, Kathleen Ouellet, Elise Vachon Lachiver, Mélanie Marceau, Linda Bergeron, Frédéric Bernier & Christina St-Onge. (2023) Considering the Structured Oral Examinations Beyond Its Psychometrics Properties. Medical Science Educator 33:2, pages 345-351.
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Lucie Pelland, Klodiana Kolomitro, Diana Hopkins-Rosseel & Paola Durando. (2022) The Scientific Rigor of the Objective Structured Examination for Competency Assessment in Health Sciences Education: A Systematic Review. Journal of Physical Therapy Education 36:4, pages 322-333.
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Patrick J. McGown, Celia A. Brown, Ann Sebastian, Ricardo Le, Anjali Amin, Andrew Greenland & Amir H. Sam. (2022) Is the assumption of equal distances between global assessment categories used in borderline regression valid?. BMC Medical Education 22:1.
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Eva K. Hennel, Andrea Trachsel, Ulrike Subotic, Andrea C. Lörwald, Sigrid Harendza & Sören Huwendiek. (2022) How does multisource feedback influence residency training? A qualitative case study. Medical Education 56:6, pages 660-669.
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Dipmala DasDr.Dr. & Asitava Deb RoyDr.Dr.. (2022) SWOC-ANALYSIS OF CBME IMPLEMENTATION FOR PHASE II MBBS IN ONE OF THE LARGEST PRIVATE MEDICAL COLLEGES OF EASTERN INDIA. INDIAN JOURNAL OF APPLIED RESEARCH, pages 48-49.
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Theodora Papavasiliou, Rebecca Nicholas, Lilli Cooper, Jeffrey C. Y Chan, Javier Ibanez, Charles J Bain & Lauren Uppal. (2022) Utilisation of a 3D printed ex vivo flexor tendon model to improve surgical training. Journal of Plastic, Reconstructive & Aesthetic Surgery 75:3, pages 1255-1260.
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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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B. Kumaravel, C. Stewart & D. Ilic. (2021) Development and evaluation of a spiral model of assessing EBM competency using OSCEs in undergraduate medical education. BMC Medical Education 21:1.
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Claire Poole & Aileen Patterson. (2021) Fostering the development of professional identity within healthcare education-interdisciplinary innovation. Journal of Medical Imaging and Radiation Sciences 52:4, pages S45-S50.
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Dixon Thomas, Sherief Khalifa, Jayadevan Sreedharan & Rucha Bond. (2021) Inter-rater Reliability of Preceptors on Clinical Pharmacy Competency Evaluation. Current Drug Therapy 16:2, pages 148-153.
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Lucy M. Alpine, Anne O'Connor, Marian McGuinness & Emer M. Barrett. (2020) Performance‐based assessment during clinical placement: Cross‐sectional investigation of a training workshop for practice educators. Nursing & Health Sciences 23:1, pages 113-122.
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Mikael Rewers & Doris Østergaard. (2021) The evolution of a national, advanced airway management simulation-based course for anaesthesia trainees. European Journal of Anaesthesiology 38:2, pages 138-145.
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Sandra Widaty, Hardyanto Soebono, Sunarto & Ova Emilia. (2021) Development of a new instrument to assess clinical performance of residents in dermatology-venereology department. The Asia Pacific Scholar 6:1, pages 70-82.
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PoojaR Mathur. (2021) Introduction of direct observation of procedural skills as workplace-based assessment tool in department of anesthesiology: Evaluation of students’ and teachers’ perceptions. Bali Journal of Anesthesiology 5:4, pages 239.
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Eva K. Hennel, Ulrike Subotic, Christoph Berendonk, Daniel Stricker, Sigrid Harendza & Sören Huwendiek. (2020) A german-language competency-based multisource feedback instrument for residents: development and validity evidence. BMC Medical Education 20:1.
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Yoyo Suhoyo, Johanna Schönrock-Adema, Ova Emilia, Jan B. M. Kuks & Janke Cohen-Schotanus. (2020) How students and specialists appreciate the mini-clinical evaluation exercise (mini-CEX) in Indonesian clerkships. BMC Medical Education 20:1.
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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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Kristen Weersink, Andrew K. Hall, Jessica Rich, Adam Szulewski & J. Damon Dagnone. (2019) Simulation versus real-world performance: a direct comparison of emergency medicine resident resuscitation entrustment scoring. Advances in Simulation 4:1.
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Wouter A. Keijser, Henricus J. M. Handgraaf, Liz M. Isfordink, Vincent T. Janmaat, Pieter-Paul A. Vergroesen, Julia M. J. S. Verkade, Sietse Wieringa & Celeste P. M. Wilderom. (2019) Development of a national medical leadership competency framework: the Dutch approach. BMC Medical Education 19:1.
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Stefan Müller, Ines Koch, Utz Settmacher & Uta Dahmen. (2019) How the introduction of OSCEs has affected the time students spend studying: results of a nationwide study. BMC Medical Education 19:1.
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Garry W. Kirwan, Courtney R. Clark & Megan Dalton. (2019) Rating of physiotherapy student clinical performance: is it possible to gain assessor consistency?. BMC Medical Education 19:1.
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Mohan Bansal. (2019) Introduction of Directly Observed Procedural Skills (DOPS) as a Part of Competency-Based Medical Education in Otorhinolaryngology. Indian Journal of Otolaryngology and Head & Neck Surgery 71:2, pages 161-166.
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