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Medical Teacher Volume 44, 2022 - Issue 12
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Letters to the Editor

OSCEs for ranking medical students

Marion Corteta Service de Gynécologie-Obstétrique, Hôpital de la Croix Rousse, Hospices Civils de Lyon, Lyon, France;b LabTAU, INSERM U 1132, UniversitéLyon 1, Lyon, France;c Faculté de Médecine Lyon Est, UniversitéLyon 1, Lyon, FranceCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-6770-7340
ORCID Icon,
Marc Lilotc Faculté de Médecine Lyon Est, UniversitéLyon 1, Lyon, France;d Univ. Lyon, UCBL-Lyon 1, Research on Healthcare Performance (RESHAPE) INSERM U1290 and medical simulation centre (CLESS), SAMSEI, Lyon, France;e Hospices Civils de Lyon, Departments of Anaesthesia and Intensive Care, Lyon, FranceORCID Iconhttps://orcid.org/0000-0002-9031-2790
ORCID Icon &
Gilles Rodec Faculté de Médecine Lyon Est, UniversitéLyon 1, Lyon, France;f Service de Médecine et Réadaptation, Hôpital Henri Gabrielle, Hospices Civils de Lyon, Lyon, FranceORCID Iconhttps://orcid.org/0000-0003-2751-1217
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Pages 1424-1425 | Published online: 16 Mar 2022

References

  • Biggs JB. 2011. Teaching for quality learning at university: what the student does. [place unknown]: Berkshire (UK): McGraw-Hill Education.
  • Harden RM, Lilley P, Patricio M. 2015. The definitive guide to the OSCE: The Objective Structured Clinical Examination as a performance assessment. London: Elsevier Health Sciences.
  • Khan KZ, Ramachandran S, Gaunt K, Pushkar P. 2013. The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part I: an historical and theoretical perspective. Med Teach. 35(9):e1437–e1446.

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