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Guzelle Ernstovna Ulumbekova & Rita Rafgatovna Kildiyarova. (2022) User Experience of Training Pediatric Students on Interactive Simulator During COVID-19 Pandemic. Advances in Medical Education and Practice 13, pages 27-33.
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Mohsen Tavakol, Brigitte E. Scammell & Angela P. Wetzel. (2022) Feedback to support examiners’ understanding of the standard-setting process and the performance of students: AMEE Guide No. 145. Medical Teacher 44:6, pages 582-595.
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Stefan K. Schauber & Martin Hecht. (2020) How sure can we be that a student really failed? On the measurement precision of individual pass-fail decisions from the perspective of Item Response Theory. Medical Teacher 42:12, pages 1374-1384.
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Richard Fuller, Matt Homer, Godfrey Pell & Jennifer Hallam. (2017) Managing extremes of assessor judgment within the OSCE. Medical Teacher 39:1, pages 58-66.
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Kamran Z. Khan, Kathryn Gaunt, Sankaranarayanan Ramachandran & Piyush Pushkar. (2013) The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part II: Organisation & Administration. Medical Teacher 35:9, pages e1447-e1463.
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Mohsen Tavakol & Reg Dennick. (2013) Psychometric evaluation of a knowledge based examination using Rasch analysis: An illustrative guide: AMEE Guide No. 72. Medical Teacher 35:1, pages e838-e848.
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Mohsen Tavakol & Reg Dennick. (2012) Post-examination interpretation of objective test data: Monitoring and improving the quality of high–stakes examinations – a commentary on two AMEE Guides. Medical Teacher 34:3, pages 245-248.
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Si Qi Yoong, Laura Tham Schmidt, Kamala M. Devi & Hui Zhang. (2023) Using palliative and end-of-life simulation to enhance pre-licensure nursing students' emotional intelligence, palliative care knowledge and reflective abilities: A single group, pretest-posttest study. Nurse Education Today 130, pages 105923.
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Javiera Fuentes-Cimma, Eduardo Fuentes-López, Lorena Isbej Espósito, Carlos De la Fuente, Arnoldo Riquelme Pérez, Hans Clausdorff, Gustavo Torres-Riveros & Ignacio Villagrán-Gutiérrez. (2023) Utility analysis of an adapted Mini-CEX WebApp for clinical practice assessment in physiotherapy undergraduate students. Frontiers in Education 8.
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Carolyn Nelles, Sylke Langenbeck, Dirk Lubbe, Bettina Doering, Elisa Flach, Christian Götz, Barbara Hinding & Johannes Lindenmeyer. (2023) Shows How!. Psychologische Rundschau.
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Hussein Abdellatif. (2023) Test results with and without blueprinting: Psychometric analysis using the Rasch model. Educación Médica 24:3, pages 100802.
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Ibnu Rafi, Heri Retnawati, Ezi Apino, Deni Hadiana, Ida Lydiati & Munaya Nikma Rosyada. (2023) What might be frequently overlooked is actually still beneficial: Learning from post national-standardized school examination. Pedagogical Research 8:1, pages em0145.
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Rosa Moreno‐López & David Hope. (2022) Can borderline regression method be used to standard set OSCEs in small cohorts?. European Journal of Dental Education 26:4, pages 686-691.
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Lalem Menber Belay, Tegbar Yigzaw Sendekie & Fantu Abebe Eyowas. (2022) Quality of multiple-choice questions in medical internship qualification examination determined by item response theory at Debre Tabor University, Ethiopia. BMC Medical Education 22:1.
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Chung-Pei FuHsin-Yu ChiMing-Wei LiChien-Hsiou LiuJiann-Horng YehChih-Chia WangChia-Ting Su. (2022) Development of an Objective Structured Clinical Examination Station for Pediatric Occupational Therapy and an Evaluation of Its Quality. The American Journal of Occupational Therapy 76:2.
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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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Jonathan Pinnell, Andrew Tranter, Sarah Cooper & Andrew Whallett. (2021) Postgraduate medical education quality metrics panels can be enhanced by including learner outcomes. Postgraduate Medical Journal 97:1153, pages 690-694.
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E. Vasil'eva & M. Tomilova. (2021) An Objective Structured Clinical Exam As a Tool for Assessing the Communicative Skills of Residents in Simulated Conditions. Standards and Monitoring in Education 9:1, pages 30-36.
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Ayşen Melek AYTUĞ KOŞAN, Nizamettin KOÇ, Atilla Halil ELHAN & Derya ÖZTUNA. (2020) Developing an Item Bank for Progress Tests and Application of Computerized Adaptive Testing by Simulation in Medical EducationDeveloping an Item Bank for Progress Tests and Application of Computerized Adaptive Testing by Simulation in Medical Education. International Journal of Assessment Tools in Education 6:4, pages 656-669.
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Vanda Yazbeck Karam, Yoon Soo Park, Ara Tekian & Nazih Youssef. (2018) Evaluating the validity evidence of an OSCE: results from a new medical school. BMC Medical Education 18:1.
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M. P. Escudier, M. J. Woolford & J. A. Tricio. (2018) Assessing the application of knowledge in clinical problem-solving: The structured professional reasoning exercise. European Journal of Dental Education 22:2, pages e269-e277.
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Dirk R. Rutgers, Fleur van Raamt, Anouk van der Gijp, Christian Mol & Olle ten Cate. (2018) Determinants of Difficulty and Discriminating Power of Image-based Test Items in Postgraduate Radiological Examinations. Academic Radiology 25:5, pages 665-672.
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Kadambari D, Kumar S, Zayapragassarazan Z & Parija SCKadambari D, Kumar S, Zayapragassarazan Z & Parija SC. 2018. Improving Discipline-Based Undergraduate Medical Curriculum. Improving Discipline-Based Undergraduate Medical Curriculum
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Jorie M. Colbert-Getz, Karly Pippitt & Benjamin Chan. (2015) Developing a situational judgment test blueprint for assessing the non-cognitive skills of applicants to the University of Utah School of Medicine, the United States. Journal of Educational Evaluation for Health Professions 12, pages 51.
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Rajneesh Mahajan, Suresh Garg & P.B. Sharma. (2014) Global food safety: determinants are Codex standards and WTO's SPS food safety regulations. Journal of Advances in Management Research 11:2, pages 176-191.
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Mohsen Tavakol, Mohammad Rahimi-Madiseh & Reg Dennick. (2014) Postexamination Analysis of Objective Tests Using the Three-Parameter Item Response Theory. Journal of Nursing Measurement 22:1, pages 94-105.
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