Citations (19)
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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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Md Anwarul Azim Majumder, Alok Kumar, Kandamaran Krishnamurthy, Nkemcho Ojeh, Oswald Peter Adams & Bidyadhar Sa. (2019) An evaluative study of objective structured clinical examination (OSCE): students and examiners perspectives. Advances in Medical Education and Practice 10, pages 387-397.
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Giancarlo Lucchetti, Oscarina S. Ezequiel & Alessandra L. G. Lucchetti. (2017) An OSCE with very limited resources: Is it possible?. Medical Teacher 39:2, pages 227-227.
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Gary Cole & Jonathan Dupre. (2016) Constraints on reducing the costs of high-stakes OSCEs. Medical Teacher 38:11, pages 1182-1182.
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Craig Brown, Jennifer Cleland & Kieran Walsh. (2016) The costs of medical education assessment. Medical Teacher 38:2, pages 111-112.
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Craig W. Brown. (2016) Tablet- or iPAD-based marking of OSCEs and MMIs: An imaginative cost-saving approach. Medical Teacher 38:2, pages 211-212.
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Articles from other publishers (13)
See Chai Carol Chan & Mohammed Ahmed Rashid. (2023) The art of reinvention: The remarkable longevity of the OSCE. Medical Education.
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Juan A. Díaz-Plasencia, Hugo D. Valencia-Mariñas & Vanessa M. Díaz-Rodríguez. (2023) Efectividad de un modelo de portafolio en el rendimiento del ECOE virtual. TECHNO REVIEW. International Technology, Science and Society Review /Revista Internacional de Tecnología, Ciencia y Sociedad 13:2, pages 1-11.
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Abigail Phillips, Karen E. Hauer, H. Carrie Chen, Alisa Wray, Sarah Watanaskul & Christy Boscardin. (2023) The Consequences of Step 2 Clinical Skills Examination Discontinuation for Medical Schools and Sustainability Plans for Clinical Skills Assessment. Academic Medicine Publish Ahead of Print.
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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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James E. Groccia & Channing R. Ford. (2020) Preparing the Academy for the Evolution of Healthcare Education. New Directions for Teaching and Learning 2020:162, pages 13-30.
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Channing R. Ford & Erika L. Kleppinger. 2020. Cases on Instructional Design and Performance Outcomes in Medical Education. Cases on Instructional Design and Performance Outcomes in Medical Education
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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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Margaret Bearman & Rola Ajjawi. (2017) Actor-network theory and the OSCE: formulating a new research agenda for a post-psychometric era. Advances in Health Sciences Education 23:5, pages 1037-1049.
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Alejandro Domínguez-González & Gilberto Guzmán-Valdivia. (2018) Cómo afrontar con éxito el examen clínico objetivo estructurado (ECOE). Educación Médica 19:6, pages 369-374.
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Jonathan Thomas. (2018) Accessing and developing a clinical minor illness module. Practice Nursing 29:10, pages 489-492.
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Sara Mortaz Hejri & Mohammad Jalili. (2017) Sequential Objective Structured Clinical Examination based on item response theory in Iran. Journal of Educational Evaluation for Health Professions 14, pages 19.
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James O’Donovan, Roy Ahn, Brett D Nelson, Calvin Kagan & Thomas F Burke. (2016) Using low-cost Android tablets and instructional videos to teach clinical skills to medical students in Kenya: a prospective study. JRSM Open 7:8, pages 205427041664504.
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Magalí Hamui, Juan Pablo Ferreira, Agustina Paganini, Fernando Torres, María Fabiana Ossorio, Horacio Yulitta, Kumiko Eiguchi & Fernando Ferrero. (2016) Aplicación del Examen Clínico Objetivo Estructurado en la residencia de Pediatría de la Ciudad de Buenos Aires. Revista Chilena de Pediatría 87:4, pages 274-278.
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