520 related articles for article (PubMed ID: 19493176)
1. Sources of variation in performance on a shared OSCE station across four UK medical schools.
Chesser A; Cameron H; Evans P; Cleland J; Boursicot K; Mires G
Med Educ; 2009 Jun; 43(6):526-32. PubMed ID: 19493176
[TBL] [Abstract][Full Text] [Related]
2. Order effects in high stakes undergraduate examinations: an analysis of 5 years of administrative data in one UK medical school.
Burt J; Abel G; Barclay M; Evans R; Benson J; Gurnell M
BMJ Open; 2016 Oct; 6(10):e012541. PubMed ID: 27729351
[TBL] [Abstract][Full Text] [Related]
3. Developing a video-based method to compare and adjust examiner effects in fully nested OSCEs.
Yeates P; Cope N; Hawarden A; Bradshaw H; McCray G; Homer M
Med Educ; 2019 Mar; 53(3):250-263. PubMed ID: 30575092
[TBL] [Abstract][Full Text] [Related]
4. Standardized examinees: development of a new tool to evaluate factors influencing OSCE scores and to train examiners.
Zimmermann P; Kadmon M
GMS J Med Educ; 2020; 37(4):Doc40. PubMed ID: 32685668
[No Abstract] [Full Text] [Related]
5. Incorporating patient partner scores into high stakes assessment: an observational study into opinions and attitudes.
Thomson FC; MacKenzie RK; Anderson M; Denison AR; Currie GP
BMC Med Educ; 2017 Nov; 17(1):214. PubMed ID: 29141624
[TBL] [Abstract][Full Text] [Related]
6. Using borderline methods to compare passing standards for OSCEs at graduation across three medical schools.
Boursicot KA; Roberts TE; Pell G
Med Educ; 2007 Nov; 41(11):1024-31. PubMed ID: 17973762
[TBL] [Abstract][Full Text] [Related]
7. Is There Variability in Scoring of Student Surgical OSCE Performance Based on Examiner Experience and Expertise?
Donohoe CL; Reilly F; Donnelly S; Cahill RA
J Surg Educ; 2020; 77(5):1202-1210. PubMed ID: 32336628
[TBL] [Abstract][Full Text] [Related]
8. Examiner effect on the objective structured clinical exam - a study at five medical schools.
Schleicher I; Leitner K; Juenger J; Moeltner A; Ruesseler M; Bender B; Sterz J; Schuettler KF; Koenig S; Kreuder JG
BMC Med Educ; 2017 Apr; 17(1):71. PubMed ID: 28438196
[TBL] [Abstract][Full Text] [Related]
9. Examiner seniority and experience are associated with bias when scoring communication, but not examination, skills in objective structured clinical examinations in Australia.
Chong L; Taylor S; Haywood M; Adelstein BA; Shulruf B
J Educ Eval Health Prof; 2018; 15():17. PubMed ID: 30016854
[TBL] [Abstract][Full Text] [Related]
10. Does Changing Examiner Stations During UK Postgraduate Surgery Objective Structured Clinical Examinations Influence Examination Reliability and Candidates' Scores?
Brennan PA; Croke DT; Reed M; Smith L; Munro E; Foulkes J; Arnett R
J Surg Educ; 2016; 73(4):616-23. PubMed ID: 26923102
[TBL] [Abstract][Full Text] [Related]
11. Is short-term remediation after OSCE failure sustained? A retrospective analysis of the longitudinal attainment of underperforming students in OSCE assessments.
Pell G; Fuller R; Homer M; Roberts T
Med Teach; 2012; 34(2):146-50. PubMed ID: 22288992
[TBL] [Abstract][Full Text] [Related]
12. Objectivity in subjectivity: do students' self and peer assessments correlate with examiners' subjective and objective assessment in clinical skills? A prospective study.
Inayah AT; Anwer LA; Shareef MA; Nurhussen A; Alkabbani HM; Alzahrani AA; Obad AS; Zafar M; Afsar NA
BMJ Open; 2017 May; 7(5):e012289. PubMed ID: 28487454
[TBL] [Abstract][Full Text] [Related]
13. Borderline grades in high stakes clinical examinations: resolving examiner uncertainty.
Shulruf B; Adelstein BA; Damodaran A; Harris P; Kennedy S; O'Sullivan A; Taylor S
BMC Med Educ; 2018 Nov; 18(1):272. PubMed ID: 30458741
[TBL] [Abstract][Full Text] [Related]
14. Factor analysis can be a useful standard setting tool in a high stakes OSCE assessment.
Chesser AM; Laing MR; Miedzybrodzka ZH; Brittenden J; Heys SD
Med Educ; 2004 Aug; 38(8):825-31. PubMed ID: 15271042
[TBL] [Abstract][Full Text] [Related]
15. The objective structured clinical examination: can physician-examiners participate from a distance?
Chan J; Humphrey-Murto S; Pugh DM; Su C; Wood T
Med Educ; 2014 Apr; 48(4):441-50. PubMed ID: 24606627
[TBL] [Abstract][Full Text] [Related]
16. Assessment of examiner leniency and stringency ('hawk-dove effect') in the MRCP(UK) clinical examination (PACES) using multi-facet Rasch modelling.
McManus IC; Thompson M; Mollon J
BMC Med Educ; 2006 Aug; 6():42. PubMed ID: 16919156
[TBL] [Abstract][Full Text] [Related]
17. Predictive validity of a tool to resolve borderline grades in OSCEs.
Klein Nulend R; Harris P; Shulruf B
GMS J Med Educ; 2020; 37(3):Doc31. PubMed ID: 32566733
[TBL] [Abstract][Full Text] [Related]
18. A snapshot of current Objective Structured Clinical Examination (OSCE) practice at Australian medical schools.
Heal C; D'Souza K; Banks J; Malau-Aduli BS; Turner R; Smith J; Bray E; Shires L; Wilson I;
Med Teach; 2019 Apr; 41(4):441-447. PubMed ID: 30261798
[No Abstract] [Full Text] [Related]
19. Standard setting in an objective structured clinical examination: use of global ratings of borderline performance to determine the passing score.
Wilkinson TJ; Newble DI; Frampton CM
Med Educ; 2001 Nov; 35(11):1043-9. PubMed ID: 11703640
[TBL] [Abstract][Full Text] [Related]
20. The influence of students' prior clinical skills and context characteristics on mini-CEX scores in clerkships--a multilevel analysis.
Rogausch A; Beyeler C; Montagne S; Jucker-Kupper P; Berendonk C; Huwendiek S; Gemperli A; Himmel W
BMC Med Educ; 2015 Nov; 15():208. PubMed ID: 26608836
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]