References
- Bardgett RJ, Darling JC, Webster E, Kime N. 2016. What makes a good children’s doctor? Exploring the child perspective in the OSCE setting. Med Teach. 38(5):471–475.
- Bosse HM, Nickel M, Huwendiek S, Jünger J, Schultz JH, Nikendei C. 2010. Peer role-play and standardised patients in communication training: a comparative study on the student perspective on acceptability, realism, and perceived effect. BMC Med Educ. 10(1):27. doi:.
- Bosse HM, Schultz J-H, Nickel M, Lutz T, Möltner A, Jünger J, Huwendiek S, Nikendei C. 2012. The effect of using standardized patients or peer role play on ratings of undergraduate communication training: a randomized controlled trial. Patient Educ Couns. 87(3):300–306.
- Brand HS, Schoonheim-Klein M. 2009. Is the OSCE more stressful? Examination anxiety and its consequences in different assessment methods in dental education. Eur J Dent Educ. 13(3):147–153.
- Braun V, Clarke V. 2006. Using thematic analysis in psychology. Qual Res Psychol. 3(2):77–101.
- Brown R, Doonan S, Shellenberger S. 2005. Using children as simulated patients in communication training for residents and medical students: a pilot program. Acad Med. 80(12):1114–1120.
- Cilliers FJ, Schuwirth LW, Adendorff HJ, Herman N, van der Vleuten CP. 2010. The mechanism of impact of summative assessment on medical students’ learning. Adv in Health Sci Educ. 15(5):695–715.
- Clarke V, Braun V, Hayfield N. 2015. Thematic analysis. In: Smith J, editor. Qualitative psychology: a practical guide to research methods. 3rd ed. London (UK): Sage. p. 222–248.
- Collins D. 2003. Pretesting survey instruments: an overview of cognitive methods. Qual Life Res. 12(3):229–238.
- Darling JC, Bardgett RJ. 2013. Primary school children in a large-scale OSCE: recipe for disaster or formula for success? Med Teach. 35(10):858–861.
- Drennan J. 2003. Cognitive interviewing: verbal data in the design and pretesting ofquestionnaires. J Adv Nurs. 42(1):57–63.
- Kunin T. 1955. The Construction of a New Type of Attitude Measure. Person Psychol. 8(1):65–77.
- Lane L, Ziv A, Boulet JR. 1999. A pediatric clinical skills assessment using children as standardized patients. Arch Ped Adoles Med. 153:637–644.
- Mayring P. 2015. Qualitative content analysis: theoretical background and procedures. In: Bikner-Ahsbahs A, Knipping C, Presmeg N, editors. Approaches to qualitative research in mathematics education. Advances in mathematics education. Dordrecht (The Netherlands): Springer.
- Nobile C, Drotar D. 2003. Research on the quality of parent-provider communication in pediatric care: implications and recommendations. J Dev Behav Ped. 24(4):279–290.
- Norcini J, Anderson MB, Bollela V, Burch V, Costa MJ, Duvivier R, Hays R, Palacios Mackay MF, Roberts T, Swanson D. 2018. Consensus framework for good assessment. Med Teach. 40(11):1102–1109.
- Pell G, Fuller R, Homer M, Roberts T. 2010. How to measure the quality of the OSCE: a review of metrics - AMEE guide no. 49. Med Teach. 32(10):802–811.
- Tates K, Meeuwesen L. 2001. Doctor-parent-child communication. A (re)view of theliterature. Social Sci Med. 52(6):839–851.
- Tsai TC. 2004. Using children as standardised patients for assessing clinical competence in paediatrics. Arch Dis Childhood. 89(12):1117–1120.
- Wormald BW, Schoeman S, Somasunderam A, Penn M. 2009. Assessment drives learning: an unavoidable truth? Anat Sci Ed. 2(5):199–204.