Journal of Educational Evaluation for Health Professions

Corrigendum

Notice of Retraction and Replacement: Insights into undergraduate medical student selection tools: a systematic review and meta-analysis: Pin-Hsiang Huang, Arash Arianpoor, Silas Taylor, Jenzel Gonzales, Boaz Shulruf; J Educ Eval Health Prof. 2024;21:41. Published online December 31, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.41; Corrects: J Educ Eval Health Prof 2024;21(0):22

1,501 View
90 Download

PDF Supplementary Material

Review

Insights into undergraduate medical student selection tools: a systematic review and meta-analysis: Pin-Hsiang Huang, Arash Arianpoor, Silas Taylor, Jenzel Gonzales, Boaz Shulruf; J Educ Eval Health Prof. 2024;21:22. Published online September 12, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.22; Correction in: J Educ Eval Health Prof 2024;21(0):41

5,289 View
313 Download
2 Web of Science
3 Crossref

Purpose
Evaluating medical school selection tools is vital for evidence-based student selection. With previous reviews revealing knowledge gaps, this meta-analysis offers insights into the effectiveness of these selection tools.
Methods
A systematic review and meta-analysis were conducted applying the following criteria: peer-reviewed articles available in English, published from 2010 and which include empirical data linking performance in selection tools with assessment and dropout outcomes of undergraduate entry medical programs. Systematic reviews, meta-analyses, general opinion pieces, or commentaries were excluded. Effect sizes (ESs) of the predictability of academic and clinical performance within and by the end of the medicine program were extracted, and the pooled ESs were presented.
Results
Sixty-seven out of 2,212 articles were included, which yielded 236 ESs. Previous academic achievement predicted medical program academic performance (Cohen’s d=0.697 in early program; 0.619 in end of program) and clinical exams (0.545 in end of program). Within aptitude tests, verbal reasoning and quantitative reasoning predicted academic achievement in the early program and in the last years (0.704 & 0.643, respectively). Overall aptitude tests predicted academic achievement in both the early and last years (0.550 & 0.371, respectively). Neither panel interviews, multiple mini-interviews, nor situational judgement tests (SJT) yielded statistically significant pooled ES.
Conclusion
Current evidence suggests that learning outcomes are predicted by previous academic achievement and aptitude tests. The predictive value of SJT and topics such as selection algorithms, features of interview (e.g., content of the questions) and the way the interviewers’ reports are used, warrant further research.

Citations

Citations to this article as recorded by

A Qualitative Study of a New Generation of Irish-Trained Doctors’ Views on Selection for Medicine
Seán Barber, Deirdre Bennett
MedEdPublish.2026; 16: 3. CrossRef
Predictive Validity of Pre-Clinical Academic Achievements in Comprehensive Basic Science Examination: A Nationwide Cohort of Iranian Medical Students
Farhang Rashidi, Reza Sattarpour, Alipasha Meysamie
Advances in Medical Education and Practice.2025; Volume 16: 1747. CrossRef
Notice of Retraction and Replacement: Insights into undergraduate medical student selection tools: a systematic review and meta-analysis
Pin-Hsiang Huang, Arash Arianpoor, Silas Taylor, Jenzel Gonzales, Boaz Shulruf
Journal of Educational Evaluation for Health Professions.2024; 21: 41. CrossRef

Research article

Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia: Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen; J Educ Eval Health Prof. 2021;18:23. Published online September 23, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.23

8,223 View
254 Download
4 Web of Science
5 Crossref

Abstract PDF Supplementary Material

Purpose
It aimed to compare the use of the tele-objective structured clinical examination (teleOSCE) with in-person assessment in high-stakes clinical examination so as to determine the impact of the teleOSCE on the assessment undertaken. Discussion follows regarding what skills and domains can effectively be assessed in a teleOSCE.
Methods
This study is a retrospective observational analysis. It compares the results achieved by final year medical students in their clinical examination, assessed using the teleOSCE in 2020 (n=285), with those who were examined using the traditional in-person format in 2019 (n=280). The study was undertaken at the University of New South Wales, Australia.
Results
In the domain of physical examination, students in 2020 scored 0.277 points higher than those in 2019 (mean difference=–0.277, P<0.001, effect size=0.332). Across all other domains, there was no significant difference in mean scores between 2019 and 2020.
Conclusion
The teleOSCE does not negatively impact assessment in clinical examination in all domains except physical examination. If the teleOSCE is the future of clinical skills examination, assessment of physical examination will require concomitant workplace-based assessment.

Citations

Citations to this article as recorded by

Feasibility of an online clinical assessment of competence in physiotherapy students
Brooke Flew, Lucy Chipchase, Darren Lee, Jodie A. McClelland
Physiotherapy Theory and Practice.2025; 41(3): 508. CrossRef
Navigating digital assessments in medical education: Findings from a scoping review
Chin-Siang Ang, Sakura Ito, Jennifer Cleland
Medical Teacher.2025; 47(8): 1274. CrossRef
Feasibility and reliability of the pandemic-adapted online-onsite hybrid graduation OSCE in Japan
Satoshi Hara, Kunio Ohta, Daisuke Aono, Toshikatsu Tamai, Makoto Kurachi, Kimikazu Sugimori, Hiroshi Mihara, Hiroshi Ichimura, Yasuhiko Yamamoto, Hideki Nomura
Advances in Health Sciences Education.2024; 29(3): 949. CrossRef
Radiography education in 2022 and beyond - Writing the history of the present: A narrative review
Y.X. Tay, J.P. McNulty
Radiography.2023; 29(2): 391. CrossRef
Newly appointed medical faculty members’ self-evaluation of their educational roles at the Catholic University of Korea College of Medicine in 2020 and 2021: a cross-sectional survey-based study
Sun Kim, A Ra Cho, Chul Woon Chung
Journal of Educational Evaluation for Health Professions.2021; 18: 28. CrossRef

Review

Assessment methods and the validity and reliability of measurement tools in online objective structured clinical examinations: a systematic scoping review: Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen; J Educ Eval Health Prof. 2021;18:11. Published online June 1, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.11

11,733 View
481 Download
17 Web of Science
18 Crossref

Abstract PDF Supplementary Material

The coronavirus disease 2019 (COVID-19) pandemic has required educators to adapt the in-person objective structured clinical examination (OSCE) to online settings in order for it to remain a critical component of the multifaceted assessment of a student’s competency. This systematic scoping review aimed to summarize the assessment methods and validity and reliability of the measurement tools used in current online OSCE (hereafter, referred to as teleOSCE) approaches. A comprehensive literature review was undertaken following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. Articles were eligible if they reported any form of performance assessment, in any field of healthcare, delivered in an online format. Two reviewers independently screened the results and analyzed relevant studies. Eleven articles were included in the analysis. Pre-recorded videos were used in 3 studies, while observations by remote examiners through an online platform were used in 7 studies. Acceptability as perceived by students was reported in 2 studies. This systematic scoping review identified several insights garnered from implementing teleOSCEs, the components transferable from telemedicine, and the need for systemic research to establish the ideal teleOSCE framework. TeleOSCEs may be able to improve the accessibility and reproducibility of clinical assessments and equip students with the requisite skills to effectively practice telemedicine in the future.

Citations

Citations to this article as recorded by

Intra-rater reliability of in-person versus simulated remote synchronous faculty evaluation of pharmacy student objective structured clinical examinations
Alex N. Isaacs, Jenny L. Newlon, Kimberly S. Illingworth, Alan J. Zillich, Zachary A. Weber, Jamie L. Woodyard
Currents in Pharmacy Teaching and Learning.2026; 18(2): 102520. CrossRef
Introducing a Smartphone Tele-Objective Structured Clinical Examination to Support High-Stakes Competency Decisions: A Quasi-Experimental Study and Curricular Implications
Xiaozhi Wang, Junjie Du, Binlin Luo, Liling Chen, Huanhuan Chen, Surong Jiang, Wei Sun, Lei Zhou, Lars Konge, Hua Huang, Qiang Ding
Journal of Medical Education and Curricular Development.2026;[Epub] CrossRef
Validity of pediatric index of mortality 2 scoring in a pediatric ICU setting in Ethiopia: A prospective observational study
Mikiyas G. Teferi, Bethel A. Awoke, Iyassu S. Melkie, Oghenekenu Oshare, Soliana Solomon Birhanu, Gelila Gemeda Gage, Biruk T. Mengistie, Chernet T. Mengistie, Alehilign M. Abebe
Global Pediatrics.2026; 15: 100322. CrossRef
Assessing fundamental clinical skills of osteopathic medical students
John R. Boulet, Jeanne M. Sandella, John Gimpel, Richard LaBaere
Journal of Osteopathic Medicine.2025; 125(10): 469. CrossRef
Exploring an online clinical competency assessment: an alternative to a traditional in-person assessment for internationally trained physiotherapists
Brooke Flew, Lucy Chipchase, Darren Lee, Jodie A. McClelland
BMC Medical Education.2025;[Epub] CrossRef
Structured oral clinical assessment for pharmacotherapy competencies in medical education: a study of validity and reliability analyses of seven domains
Abdul Khairul Rizki Purba, David Sontani Perdanakusuma, Arifa Mustika, Tanja Fens, Maarten Jacobus Postma
Korean Journal of Medical Education.2025; 37(3): 331. CrossRef
Feasibility and reliability of the pandemic-adapted online-onsite hybrid graduation OSCE in Japan
Satoshi Hara, Kunio Ohta, Daisuke Aono, Toshikatsu Tamai, Makoto Kurachi, Kimikazu Sugimori, Hiroshi Mihara, Hiroshi Ichimura, Yasuhiko Yamamoto, Hideki Nomura
Advances in Health Sciences Education.2024; 29(3): 949. CrossRef
A level playing field? Evaluation of the virtual Objective Structured Clinical Examination in Psychiatry and Addiction Medicine: A mixed methods study
Rebecca E Reay, Paul A Maguire, Jeffrey CL Looi
Australasian Psychiatry.2024; 32(4): 359. CrossRef
Conducting an objective structured clinical examination under COVID-restricted conditions
Andrea Gotzmann, John Boulet, Yichi Zhang, Judy McCormick, Mathieu Wojcik, Ilona Bartman, Debra Pugh
BMC Medical Education.2024;[Epub] CrossRef
The virtual Clinical Assessment of Skills and Competence: the impact and challenges of a digitised final examination
Kenny Chu, Shivanthi Sathanandan
BJPsych Bulletin.2023; 47(2): 110. CrossRef
Virtual Learning and Assessment in Rheumatology Fellowship Training: Objective Structured Clinical Examination Revisited
Rachel M. Wolfe, Faye N. Hant, Rumey C. Ishizawar, Lisa G. Criscione‐Schreiber, Beth L. Jonas, Kenneth S. O'Rourke, Marcy B. Bolster
Arthritis Care & Research.2023; 75(12): 2435. CrossRef
Innovations in assessment in health professions education during the COVID‐19 pandemic: A scoping review
Jamal Giri, Claire Stewart
The Clinical Teacher.2023;[Epub] CrossRef
Evaluation of the Utility of Online Objective Structured Clinical Examination Conducted During the COVID-19 Pandemic
Mona Arekat, Mohamed Hany Shehata, Abdelhalim Deifalla, Ahmed Al-Ansari, Archana Kumar, Mohamed Alsenbesy, Hamdi Alshenawi, Amgad El-Agroudy, Mariwan Husni, Diaa Rizk, Abdelaziz Elamin, Afif Ben Salah, Hani Atwa
Advances in Medical Education and Practice.2022; Volume 13: 407. CrossRef
Comparison of student pharmacists' performance on in-person vs. virtual OSCEs in a pre-APPE capstone course
Justine S. Gortney, Joseph P. Fava, Andrew D. Berti, Brittany Stewart
Currents in Pharmacy Teaching and Learning.2022; 14(9): 1116. CrossRef
Is online objective structured clinical examination teaching an acceptable replacement in post-COVID-19 medical education in the United Kingdom?: a descriptive study
Vashist Motkur, Aniket Bharadwaj, Nimalesh Yogarajah
Journal of Educational Evaluation for Health Professions.2022; 19: 30. CrossRef
Equal Z standard-setting method to estimate the minimum number of panelists for a medical school’s objective structured clinical examination in Taiwan: a simulation study
Ying-Ying Yang, Pin-Hsiang Huang, Ling-Yu Yang, Chia-Chang Huang, Chih-Wei Liu, Shiau-Shian Huang, Chen-Huan Chen, Fa-Yauh Lee, Shou-Yen Kao, Boaz Shulruf
Journal of Educational Evaluation for Health Professions.2022; 19: 27. CrossRef
Applying the Student Response System in the Online Dermatologic Video Curriculum on Medical Students' Interaction and Learning Outcomes during the COVID-19 Pandemic
Chih-Tsung Hung, Shao-An Fang, Feng-Cheng Liu, Chih-Hsiung Hsu, Ting-Yu Yu, Wei-Ming Wang
Indian Journal of Dermatology.2022; 67(4): 477. CrossRef
Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia
Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
Journal of Educational Evaluation for Health Professions.2021; 18: 23. CrossRef

Research articles

Definition of professionalism and tools for assessing professionalism in pharmacy practice: a systematic review: Huda Dubbai, Barbara-Ann Adelstein, Silas Taylor, Boaz Shulruf; J Educ Eval Health Prof. 2019;16:22. Published online August 21, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.22

23,977 View
545 Download
29 Web of Science
30 Crossref

Abstract PDF Supplementary Material

Purpose
In contemporary pharmacy, the role of pharmacists has become more multifaceted, as they now handle a wider range of tasks and take more responsibility for providing patient care than 20 years ago. This evolution in pharmacists’ responsibilities has been accompanied by the need for pharmacists to display high-quality patient-centred care and counselling, and to demonstrate professionalism, which now needs to be taught and assessed as part of pharmacy education and practice. This study aimed at identifying definitions of professionalism in pharmacy practice and critically evaluating published instruments for assessing professionalism in pharmacy practice.
Methods
We searched the medical literature listed in Scopus, MEDLINE, and PsycINFO databases from 1 January 2000 to 31 December 2018. All papers meeting our selection criteria were reviewed and summarised into a clear review of professionalism requirements in pharmacy practice. Details of the instruments measuring professionalism were reviewed in detail.
Results
There is no accepted simple definition of professionalism, although we identified several theoretical and policy frameworks required for professional pharmaceutical practice. We identified 4 instruments (the Behavioural Professionalism Assessment Instrument, Lerkiatbundit’s instrument, the Pharmacy Professionalism Instrument, and the Professionalism Assessment Tool that build on these frameworks and measure professional practice in pharmacy students. These were found to be reliable and valid, but had only been used and tested in student populations.
Conclusion
Given the increasingly broad role of community pharmacists, there is a need for assessments of professionalism in practice. Professionalism is a complex concept that is challenging to measure because it has no standardised definition and the existing literature related to the topic is limited. Currently available instruments focus on measuring the development of the elements of professionalism among pharmacy students, rather than pharmacists.

Citations

Citations to this article as recorded by

Motivation of nursing undergraduate program entrants: A scoping review protocol
Leonila Santos de Almeida Sasso, Ana Caroline dos Santos Costa, Ana Maria Rita Pedroso Vilela Torres de Carvalho Engel, Emília Batista Mourão Tiol, Fabrício Renato Teixeira Valença, Natalia Almeida de Arnaldo Silva Rodrigues Castro, João Daniel de Souza M
PLOS ONE.2025; 20(1): e0311426. CrossRef
Evaluation of the Implementation of Clinical Pharmacy Services at Kupang City Pharmacy Based on PERMENKES RI Number 73 of 2016
Yohana Febriani Putri Peu Patty, Dian Parwati
Journal of Pharmaceutical and Sciences.2025; : 105. CrossRef
Situational judgment test in pharmacy education: assessing professionalism capability among students
Narges Fatehi-Firouzabadi, Fatemeh Keshmiri
BMC Research Notes.2025;[Epub] CrossRef
Best Practices for Self-Awareness and Professionalism to Meet the Curriculum Outcomes and Entrustable Professional Activities
Samantha Odem, Kristin Kellett, Whitney Maxwell, Karen Whalen
American Journal of Pharmaceutical Education.2025; 89(5): 101404. CrossRef
Critical Issues and the Impact of Technology in Healthcare Professional Education in Low-and-Middle Income Countries: A Call for Transformation
Tarik Tihan, Nazan Canbulat, Can Aktaş, Sibel Ölmez, Fahriye Oflaz, Hakan Abacıoğlu, Erol Gürpınar, Dilek Kitapçıoğlu, Mehmet Emin Aksoy, Gökhan Gönenli, Sevilay Çelik, Mehmet Kaya, Murat Sözer, Ferah Özer Aker, İskender Sayek
Medical Science Educator.2025; 35(5): 2657. CrossRef
How is professionalism measured in health care professions?
Anas Alnasser, Brett Williams, Cameron M Gosling
Health Sciences Review.2025; 16: 100224. CrossRef
Professionalism under pressure: which factors influence community pharmacists' practice? A scoping review
Francielly Lima da Fonseca, Lara Joana Santos Caxico-Vieira, Rafaella de Oliveira Santos Silva, Fernando de Castro Araújo-Neto, Thaís Maria Araújo Tavares, Mayara de Almeida Lima Ribeiro, Divaldo Pereira de Lyra Jr.
Public Health.2025; 246: 105825. CrossRef
Metacognitive analysis of electronic technology use for human capital and lifelong learning in Nigerian tertiary institutions
Regina Ngozi Obiageli Ogbonna, Uloma Onuoha-Chidiebere, Felix Ike, Maritha Nwakaego Ndom-Uchendu, Magnus Monday Ofondu
Discover Education.2025;[Epub] CrossRef
Discrepancies between Pharmacists' Self-Perceived and Actual Knowledge on Contraceptive Safety: Implications for Clinical Practice and Professional Development
Svetlana I. Morozova, Alexei P. Sidorov
Annals of Pharmacy Education, Safety, and Public Health Advocacy.2025; 5(1): 222. CrossRef
The Impact of Experiential Learning on Pharmacy Students' Perceptions of Professionalism: A Taiwanese Study
Stephanie L. Turner, Michael A. Brooks, Hannah J. Evans
Annals of Pharmacy Education, Safety, and Public Health Advocacy.2025; 5(1): 110. CrossRef
Integrating professional identity formation into experiential pharmacy education and training
Lisa M Richter, Mate M Soric, Michelle L Hilaire, Nancy E Kawahara, Nathaniel Eraikhuemen
American Journal of Health-System Pharmacy.2024; 81(1): e49. CrossRef
Perceptions of formal pharmacy leadership on the social role of the profession and its historical evolution: A qualitative study
Fernando de Castro Araújo-Neto, Aline Santana Dosea, Francielly Lima da Fonseca, Thaís Maria Araújo Tavares, Douglas de Menezes Santos, Déborah Mônica Machado Pimentel, Alessandra Rezende Mesquita, Divaldo Pereira de Lyra Jr
Exploratory Research in Clinical and Social Pharmacy.2024; 13: 100405. CrossRef
Assessment of Professionalism among Postgraduate Medical Students: A Cross-Sectional Study from Patna, Bihar
Nidhi Prasad, Sundhareshwaran Chandrasekaran, Binay Kumar, Sanjay Kumar
Cureus.2024;[Epub] CrossRef
Ethical conflicts in patient care situations of community pharmacists: a cross-sectional online survey
Kathrin Wernecke, Stephan Nadolny, Jan Schildmann, Susanne Schiek, Thilo Bertsche
International Journal of Clinical Pharmacy.2024; 46(6): 1500. CrossRef
Dress codes written for dietetics education programs: A Foucauldian discourse analysis
Michele A “Shelly” DeBiasse, Shannon M Peters, Baderha Bujiriri
Feminism & Psychology.2023; 33(2): 276. CrossRef
Preceptor Perceptions of Pharmacy Student Performance Before and After a Curriculum Transformation
Catherine A. Forrester, Da Sol Lee, Ethel Hon, Kai Ying Lim, Tina P. Brock, Daniel T. Malone, Simon G. Furletti, Kayley M. Lyons
American Journal of Pharmaceutical Education.2023; 87(2): ajpe8575. CrossRef
Physicians’ professionalism from the patients’ perspective: a qualitative study at a single-family practice in Saudi Arabia
Eiad AlFaris, Farhana Irfan, Noura Abouammoh, Nasriah Zakaria, Abdullah MA Ahmed, Omar Kasule, Dina M Aldosari, Nora A AlSahli, Mohammed Ghatar Alshibani, Gominda Ponnamperuma
BMC Medical Ethics.2023;[Epub] CrossRef
Behaviours that contribute to pharmacist professionalism: a scoping review
Deanna Mill, Amy Theresa Page, Jacinta Johnson, Renae Lloyd, Sandra Salter, Kenneth Lee, Liza Seubert, Rhonda Marise Clifford, Danielle D’Lima
BMJ Open.2023; 13(6): e070265. CrossRef
Estamos preparando os futuros médicos para atendimentos de situações de violência com enfoque em gênero e em sexualidades não heterossexuais? Relato de uma “experiência” educacional diagnóstica
Beatriz Angélica Cruz, Ana Flávia Azevedo Querichelli, Lucas Uback, Alba Regina de Abreu Lima, Júlio César André
Interface - Comunicação, Saúde, Educação.2023;[Epub] CrossRef
Are we preparing future doctors for assistance in situations of violence with a focus on gender and non-heterosexual sexualities? Report of a diagnostic educational “experience”
Beatriz Angélica Cruz, Ana Flávia Azevedo Querichelli, Lucas Uback, Alba Regina de Abreu Lima, Júlio César André
Interface - Comunicação, Saúde, Educação.2023;[Epub] CrossRef
Cross-cultural adaptation and psychometric evaluation of the “Modification of Hall’s professionalism scale for use with pharmacists”
Fernando de Castro Araújo Neto, Thaís Maria Araújo Tavares, Douglas de Menezes Santos, Francielly Lima da Fonseca, Dyego Carlos Souza Anacleto de Araújo, Alessandra Rezende Mesquita, Divaldo Pereira de Lyra
BMC Medical Education.2023;[Epub] CrossRef
Translation, Cultural Psychometric and Adaptation Evaluation of a Professionalism Assessment Instrument for Pharmacists in Brazil
Ismail H. Noor, Amina S. Rashid, Zulkifli M. Hassan
Annals of Pharmacy Education, Safety, and Public Health Advocacy.2023; 3(1): 79. CrossRef
Professional tress code: I look like a pharmacist
Natalie Rosario, Joshua Wollen
Journal of the American Pharmacists Association.2022; 62(2): 424. CrossRef
Exploration of changes in pharmacy students’ perceptions of and attitudes towards professionalism: outcome of a community pharmacy experiential learning programme in Taiwan
Yen-Ming Huang, Hsun-Yu Chan, Ping-Ing Lee, Yun-Wen Tang, Ta-Wei Chiou, Karin C.S. Chen Liu, Yunn-Fang Ho
BMC Medical Education.2022;[Epub] CrossRef
Medical students’ self-evaluation of character, and method of character education
Yera Hur, Sanghee Yeo, Keumho Lee
BMC Medical Education.2022;[Epub] CrossRef
Professionalism development and assessment in the pre-registration pharmacist placement in England: transformative moments and maturation periods
Helen Ireland, Julie Sowter, Rebecca O’Rourke
International Journal of Pharmacy Practice.2022; 30(4): 367. CrossRef
Tatted not tattered
Natalie Rosario, Joshua Wollen
Journal of the American Pharmacists Association.2022; 62(5): 1538. CrossRef
Ethical and Moral Issues in Undergraduate Medical Education: An Exploratory Study
Noor-i-Kiran Naeem, Zil-e-Fatima Naeem, Asfandyar Anwer
Journal of Shalamar Medical & Dental College - JSHMDC.2022; 3(2): 48. CrossRef
Evaluation of an Instrument to Assess Students’ Personal and Professional Development During the Faculty Advising Process
Justine S. Gortney, Minakshi Lahiri, Chris Giuliano, Heba Saleem, Mehvish Khan, Francine Salinitri, Richard Lucarotti
American Journal of Pharmaceutical Education.2021; 85(3): 8201. CrossRef
Pharmacists’ clinical knowledge and practice in the safe use of contraceptives: real knowledge vs. self-perception and the implications
Ana Golić Jelić, Ljiljana Tasić, Ranko Škrbić, Valentina Marinković, Svjetlana Stoisavljević Šatara, Nataša Stojaković, Vanda Marković Peković, Brian Godman
BMC Medical Education.2021;[Epub] CrossRef

Comparison of the effects of simulated patient clinical skill training and student roleplay on objective structured clinical examination performance among medical students in Australia: Silas Taylor, Matthew Haywood, Boaz Shulruf; J Educ Eval Health Prof. 2019;16:3. Published online January 11, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.3

24,065 View
449 Download
14 Web of Science
19 Crossref

Abstract PDF Supplementary Material

Purpose
Optimal methods for communication skills training (CST) are an active research area, but the effects of CST on communication performance in objective structured clinical examinations (OSCEs) has not been closely studied. Student roleplay (RP) for CST is common, although volunteer simulated patient (SP) CST is cost-effective and provides authentic interactions. We assessed whether our volunteer SP CST program improved OSCE performance compared to our previous RP strategy.
Methods
We performed a retrospective, quasi-experimental study of 2 second-year medical student cohorts’ OSCE data in Australia. The 2014 cohort received RP-only CST (N=182) while the 2016 cohort received SP-only CST (N=148). The t-test and analysis of variance were used to compare the total scores in 3 assessment domains: generic communication, clinical communication, and physical examination/procedural skills.
Results
The baseline characteristics of groups (scores on the Australian Tertiary Admission Rank, Undergraduate Medicine and Health Sciences Admission Test, and medicine program interviews) showed no significant differences between groups. For each domain, the SP-only CST group demonstrated superior OSCE outcomes, and the difference between cohorts was significant (P<0.01). The superiority of volunteer SP CST over student RP CST in terms of OSCE performance outcomes was found for generic communication, clinical communication, and physical examination/procedural skills.
Conclusion
The better performance of the SP cohort in physical examination/procedural skills might be explained by the requirement for patient compliance and cooperation, facilitated by good generic communication skills. We recommend a volunteer SP program as an effective and efficient way to improve CST among junior medical students.

Citations

Citations to this article as recorded by

From Concept to Practice: Advancements in Standardized Patient Methodology
G Angeline Grace, Sujitha Pandian
Indian Journal of Community Medicine.2026;[Epub] CrossRef
The preschool amplification interprofessional collaboration: An IPE clinical program for speech-language pathology and audiology graduate students
Anne M. Gritt, Jillian R. Hubertz, Shannon M. Van Hyfte
Journal of Interprofessional Care.2026; 40(2): 272. CrossRef
The affective impact of mixed reality on medical students’ learning outcomes in clinical skills: A preliminary study
Shuang-Shuang Chi, Wei-Chun Cheng, Shin-Yuan Chen
Tzu Chi Medical Journal.2026;[Epub] CrossRef
Employing Simulated Participants to Develop Communication Skills in Medical Education
Ute Linder, Lilly Hartmann, Monika Schatz, Svetlana Hetjens, Ioanna Pechlivanidou, Jens J. Kaden
Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare.2025; 20(4): 215. CrossRef
Impact of simulation training on communication skills and informed consent practices in medical students- a randomised controlled trial
Cathleen A. McCarrick, Alice Moynihan, Philip D. McEntee, Patrick A. Boland, Suzanne Donnelly, Helen Heneghan, Ronan A. Cahill
BMC Medical Education.2025;[Epub] CrossRef
Evaluation of Süleyman Demirel University Faculty of Medicine Simulated Patient Applications within the Scope of "The ASPiH Standards 2023"
Giray Kolcu, Mukadder İnci Başer Kolcu
SDÜ Tıp Fakültesi Dergisi.2025; 32(1): 37. CrossRef
EVALUATION OF BASIC INTERVIEW SKILLS REALIZED WITH SIMULATED PATIENT APPLICATIONS
Giray Kolcu, Mukadder İnci Başer Kolcu
İnönü Üniversitesi Sağlık Hizmetleri Meslek Yüksek Okulu Dergisi.2025; 13(3): 766. CrossRef
Medical students’ communication skills in peer role-plays: An exploratory observational study
Jennifer Watermeyer, Johanna Beukes, Aviva Ruch, Deidré Pretorius
African Journal of Primary Health Care & Family Medicine.2025;[Epub] CrossRef
Perceived authenticity across three forms of educational simulations—the role of interactant representation, task alignment, and continuity of simulation
Caroline Corves, Matthias Stadler, Martin R. Fischer
European Journal of Psychology of Education.2024; 39(4): 3253. CrossRef
A cost analysis of a 5-day simulation-based learning program for speech-language pathology student training
Elizabeth C. Ward, Emma Caird, Saval Khanal, Sanjeewa Kularatna, Joshua Byrnes, Adriana Penman, Sue Mcallister, Stacey Baldac, Elizabeth Cardell, Rachel Davenport, Bronwyn Davidson, Sally Hewat, Simone Howells, Patricia Mccabe, Alison Purcell, Joanne Walt
International Journal of Speech-Language Pathology.2023; 25(5): 688. CrossRef
Perception of simulation-based first-aid training by medical students: a qualitative descriptive study
Lukáš Plch, Daniel Barvík, Tereza Prokopová, Aneta Pilátová, Tereza Vafková, Jiří Zounek
SN Social Sciences.2023;[Epub] CrossRef
Application of objective structured clinical examination (OSCE) for the evaluation of Kampo medicine training
Marie Amitani, Haruka Amitani, Hajime Suzuki, Suguru Kawazu, Kimiko Mizuma, Kojiro Yamaguchi, Toshimichi Oki, Hideaki Nitta, Takuro Sonoda, Keiko Kawano, Yasuhiro Tanaka, Nanami Uto, Rie Ibusuki, Ryutaro Arita, Shin Takayama, Tadamichi Mitsuma, Toshiro Ta
BMC Medical Education.2022;[Epub] CrossRef
The Use of Simulated Patients Is more Effective than Student Role Playing in Fostering Patient‐Centred Attitudes during Communication Skills Training: A Mixed Method Study
Stanislaw Gorski, Anna Prokop-Dorner, Michal Pers, Agata Stalmach-Przygoda, Łukasz Malecki, Grzegorz Cebula, Katrien Bombeke, Mauro Henrique Nogueira Guimarães Abreu
BioMed Research International.2022;[Epub] CrossRef
Improved detection of patient centeredness in objective structured clinical examinations through authentic scenario design
Kye-Yeung Park, Hoon-Ki Park, Hwan-Sik Hwang, Sang-Ho Yoo, Jae-Sook Ryu, Jong-Hoon Kim
Patient Education and Counseling.2021; 104(5): 1094. CrossRef
Interventions for improving medical students' interpersonal communication in medical consultations
Conor Gilligan, Martine Powell, Marita C Lynagh, Bernadette M Ward, Chris Lonsdale, Pam Harvey, Erica L James, Dominique Rich, Sari P Dewi, Smriti Nepal, Hayley A Croft, Jonathan Silverman
Cochrane Database of Systematic Reviews.2021;[Epub] CrossRef
Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia
Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
Journal of Educational Evaluation for Health Professions.2021; 18: 23. CrossRef
Raising rare disease awareness using red flags, role play simulation and patient educators: results of a novel educational workshop on Raynaud phenomenon and systemic sclerosis
S. Sanges, M.-M. Farhat, M. Assaraf, J. Galland, E. Rivière, C. Roubille, M. Lambert, C. Yelnik, H. Maillard, V. Sobanski, G. Lefèvre, D. Launay, S. Morell-Dubois, E. Hachulla
Orphanet Journal of Rare Diseases.2020;[Epub] CrossRef
Improved clinical communication OSCE scores after simulation-based training: Results of a comparative study
Alexandre Nuzzo, Alexy Tran-Dinh, Marie Courbebaisse, Hugo Peyre, Patrick Plaisance, Alexandre Matet, Brigitte Ranque, Albert Faye, Victoire de Lastours, Conor Gilligan
PLOS ONE.2020; 15(9): e0238542. CrossRef
Comparison of students' performance of objective structured clinical examination during clinical practice
Jihye Yu, Sukyung Lee, Miran Kim, Janghoon Lee
Korean Journal of Medical Education.2020; 32(3): 231. CrossRef

The sights and insights of examiners in objective structured clinical examinations: Lauren Chong, Silas Taylor, Matthew Haywood, Barbara-Ann Adelstein, Boaz Shulruf; J Educ Eval Health Prof. 2017;14:34. Published online December 27, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.34

37,267 View
475 Download
52 Web of Science
50 Crossref

Abstract PDF Supplementary Material

Purpose
The objective structured clinical examination (OSCE) is considered to be one of the most robust methods of clinical assessment. One of its strengths lies in its ability to minimise the effects of examiner bias due to the standardisation of items and tasks for each candidate. However, OSCE examiners’ assessment scores are influenced by several factors that may jeopardise the assumed objectivity of OSCEs. To better understand this phenomenon, the current review aims to determine and describe important sources of examiner bias and the factors affecting examiners’ assessments.
Methods
We performed a narrative review of the medical literature using Medline. All articles meeting the selection criteria were reviewed, with salient points extracted and synthesised into a clear and comprehensive summary of the knowledge in this area.
Results
OSCE examiners’ assessment scores are influenced by factors belonging to 4 different domains: examination context, examinee characteristics, examinee-examiner interactions, and examiner characteristics. These domains are composed of several factors including halo, hawk/dove and OSCE contrast effects; the examiner’s gender and ethnicity; training; lifetime experience in assessing; leadership and familiarity with students; station type; and site effects.
Conclusion
Several factors may influence the presumed objectivity of examiners’ assessments, and these factors need to be addressed to ensure the objectivity of OSCEs. We offer insights into directions for future research to better understand and address the phenomenon of examiner bias.

Citations

Citations to this article as recorded by

How are midwifery students being taught about conducting consultation events? – Findings from an international survey questionnaire
Yvonne Greig, Sara Rodriguez-Martin, Lois McKellar, Yvonne Kuipers
Nurse Education in Practice.2026; 92: 104739. CrossRef
Performance of undergraduate nursing students across Objective Structured Clinical Examination (OSCE): a retrospective cross-sectional study
Zahra Farsi, Farzane Taghaee, Hengameh Habibi, Roohangiz Shirvani
BMC Medical Education.2026;[Epub] CrossRef
Inter-Rater Reliability in a Pre-Graduation Nursing Objective Structured Clinical Examination: A Kappa and Prevalence-Adjusted Bias-Adjusted Kappa Comparison of Technical Skill and Communication Items
So Yayama, Atsushi Ohashi, Akemi Mitsui, Kanako Yamamoto
Sage Open Nursing.2026;[Epub] CrossRef
Standardized patient gender influences diagnostic accuracy in undergraduate medical students’ cardiac OSCE interviews
Xavier Dubucs, Adeline Ruyssen-Witrand, Audrey Richard, Alessandra Bura Rivière, Emilie Montastier, Marie Faruch, Frédéric Balen, Odile Rauzy, Thomas Geeraerts, Charles Henri Houze-Cerfon, Sandrine Charpentier
Medical Teacher.2026; : 1. CrossRef
Tailoring support following summative assessments: a latent profile analysis of student outcomes across five medical specialities
Huiming Ding, Matt Homer
Advances in Health Sciences Education.2025; 30(2): 459. CrossRef
Pass/fail grading in radiography clinical assessments: Insights from clinical practice educators
M. O'Connor, A. McGee, G. Redmond, S. Murphy, M.-L. Ryan, É. McDermott
Radiography.2025; 31(3): 102947. CrossRef
Optimizing cost-effectiveness in remote objective structured clinical examinations through targeted double scoring methodologies
Zhihui Fu, Yuhong Wu, Lingling Xu, Fen Cai, Ren Liu, Zhehan Jiang
Medical Education Online.2025;[Epub] CrossRef
Application of Artificial Intelligence as an Aid for the Correction of the Objective Structured Clinical Examination (OSCE)
Davide Luordo, Marta Torres Arrese, Cristina Tristán Calvo, Kirti Dayal Shani Shani, Luis Miguel Rodríguez Cruz, Francisco Javier García Sánchez, Alfonso Lagares Gómez-Abascal, Rafael Rubio García, Juan Delgado Jiménez, Mercedes Pérez Carreras, Ramiro Die
Applied Sciences.2025; 15(3): 1153. CrossRef
Medical student selection interviews: insights into nonverbal observable communications: a cross-sectional study
Pin-Hsiang Huang, Kang-Chen Fan, Alexander Waits, Boaz Shulruf, Yi-Fang Chuang
Korean Journal of Medical Education.2025; 37(2): 153. CrossRef
Perception of Medical and Nursing Students Plus Clinical Instructors Towards Objective Structured Clinical Examination: A Case Study of Five Health Training Institutions in Sub-Saharan Africa
Ronald Kibuuka, Ferestas Mpasa, Andrew Kanyike, Chizoma Ndikom, Atipatsa Kaminga, Samuel Owusu-Sekyere, Adenike Ogah, Abigail Kusi Amponsah, Kennedy Kiyimba, Samuel Obakiro, Getrude Munthali, Wanangwa Msowoya, Dan Kibuule, Etta Phiri, Masumbuko Baluwa, Ta
Advances in Medical Education and Practice.2025; Volume 16: 1103. CrossRef
The invisible conspicuous outsiders: Black students’ experiences in healthcare programmes – a case study
Shuangyu Li, Ayo Mansaray, Andrew Bassett, Jia Liu, Dreiss Cecile, Tom Esterine, Heidi Lempp
Race Ethnicity and Education.2025; : 1. CrossRef
A single-group pre–post OSCE evaluation of a simulation-based clinical readiness module in pediatric dentistry
Ömer Faruk Güdük, İpek Nur Berberoğlu, Selçuk Akturan
BMC Medical Education.2025;[Epub] CrossRef
Does following an “excellent” candidate in the objective structured clinical examination affect your checklist score?
Craig Brown, Mintu Nath, Wendy Watson, Mary Joan Macleod
Journal of Applied Research in Higher Education.2024; 16(3): 891. CrossRef
Objective structured clinical examination for teaching and assessment: Evidence-based critique
Pooja Dewan, Sumaira Khalil, Piyush Gupta
Clinical Epidemiology and Global Health.2024; 25: 101477. CrossRef
A Look at Demographics and Transition to Virtual Assessments: An Analysis of Bias in the American Board of Surgery General Surgery Certifying Exams
Beatriz Ibáñez, Andrew T. Jones, D. Rohan Jeyarajah, Daniel L. Dent, Caroline Prendergast, Carol L. Barry
Journal of Surgical Education.2024; 81(4): 578. CrossRef
Analyse systématique des évaluations de circuits multiples d’examen clinique objectif structuré (ECOS) : variables explicatives et corrélations inter-évaluateurs
E. Ollier, C. Pelissier, C. Boissier, T. Barjat, P. Berthelot, C. Boutet, X. Gocko, C. Le Hello, S. Perinel
La Revue de Médecine Interne.2024;[Epub] CrossRef
Impact of simulated patient-based communication training vs. real patient-based communication training on empathetic behaviour in undergraduate students – a prospective evaluation study
Vanessa Britz, Jasmina Sterz, Yannik Koch, Teresa Schreckenbach, Maria-Christina Stefanescu, Uwe Zinßer, Rene Danilo Verboket, Katharina Sommer, Miriam Ruesseler
BMC Medical Education.2024;[Epub] CrossRef
Knowledge Mapping and Global Trends in the Field of the Objective Structured Clinical Examination: Bibliometric and Visual Analysis (2004-2023)
Hongjun Ba, Lili Zhang, Xiufang He, Shujuan Li
JMIR Medical Education.2024; 10: e57772. CrossRef
Bias in Observed Assessments in Medical Education: A Scoping Review
Romaisa Ismaeel, Luka Pusic, Michael Gottlieb, Teresa M Chan, Taofiq O Oyedokun, Brent Thoma
Academic Medicine.2024; 99(12): 1438. CrossRef
Standard setting methods in objective structured clinical examination (OSCE): A comparative study of five methods
Reshma Ansari, Norhafizah Ab Manan, Nur Ain Mahat, Norfaizatul Shalida Omar, Atikah Abdul Latiff, Sara Idris, Azli Shahril Othman
Journal of Medical Education Development.2024; 17(56): 87. CrossRef
Educational guidelines for diversity and inclusion: addressing racism and eliminating biases in medical education
Samantha D. Buery-Joyner, Laura Baecher-Lind, Camille A. Clare, B. Star Hampton, Michael D. Moxley, Dotun Ogunyemi, Archana A. Pradhan, Shireen M. Madani Sims, Sara Whetstone, Mark B. Woodland, Nadine T. Katz
American Journal of Obstetrics and Gynecology.2023; 228(2): 133. CrossRef
Quality Management of Objective Structured Clinical Examinations at a Multicampus Nursing College: A Pilot Study
Thandolwakhe Nyangeni, Dalena R.M. van Rooyen, Wilma ten Ham-Baloyi
Journal of Nursing Education.2023; 62(3): 155. CrossRef
Scoring consistency of standard patients and examiners in the developed dental objective structured clinical examination system
Feng Zhu, Li Wu, Xiuxiu Shao, Lijuan Huang, Xiangfeng Meng, Rongrong Nie
BMC Medical Education.2023;[Epub] CrossRef
Assessing the utility of a novel entrustment‐supervision assessment tool
Sebastian Dewhirst, Timothy J. Wood, Warren J. Cheung, Jason R. Frank
Medical Education.2023; 57(10): 949. CrossRef
Pre-COVID and COVID experience of objective structured clinical examination as a learning tool for post-graduate residents in Obstetrics & Gynecology-a quality improvement study
Charu Sharma, Pratibha Singh, Shashank Shekhar, Abhishek Bhardwaj, Manisha Jhirwal, Navdeep Kaur Ghuman, Meenakshi Gothwal, Garima Yadav, Priyanka Kathuria, Vibha Mishra
Obstetrics & Gynecology Science.2023; 66(4): 316. CrossRef
Interactions between the sex of the clinician grader and the sex of the chiropractic student intern on spinal manipulation assessment grade
Michael Sheppard, Stephanie Johnson, Victor Quiroz, John Ward
Journal of Chiropractic Education.2023; 37(2): 157. CrossRef
PERCEPTION OF MEDICAL STUDENTS AND EXAMINERS TOWARDS OBJECTIVE STRUCTURED CLINICAL EXAMINATION: A FEEDBACK FOR IMPROVEMENT
Rozhan Sediq, Jamal Salih, Fattah Fattah, Adnan Hassan
JOURNAL OF SULAIMANI MEDICAL COLLEGE.2023; 13(1): 57. CrossRef
Response to: Twelve tips for conducting a virtual OSCE
Mohamed Guled, Juned Islam, Haseeb Qureshi
Medical Teacher.2022; 44(1): 101. CrossRef
Comparison of OSCE performance between 6- and 7-year medical school curricula in Taiwan
Jr-Wei Wu, Hao-Min Cheng, Shiau-Shian Huang, Jen-Feng Liang, Chia-Chang Huang, Ling-Yu Yang, Boaz Shulruf, Ying-Ying Yang, Chen-Huan Chen, Ming-Chih Hou, Wayne Huey-Herng Sheu
BMC Medical Education.2022;[Epub] CrossRef
Factors Associated With Undergraduate Nursing Students' Academic and Clinical Performance: A Mixed-Methods Study
Ensieh Fooladi, Md Nazmul Karim, Sheila Vance, Lorraine Walker, Maya Ebrahimi Zanjani, Dragan Ilic, Gabrielle Brand
Frontiers in Medicine.2022;[Epub] CrossRef
Medical Students’ Perception of a Newly Implemented Objective Structured Clinical Examination (OSCE) in Orthopedic Surgery and Trauma: A Mixed-Method Study
Asser Sallam, Hani Atwa, Adel Abdelaziz, Asmaa Abdel Nasser
Journal of Ecophysiology and Occupational Health.2022; : 29. CrossRef
Using Think-aloud Interviews to Examine a Clinically Oriented Performance Assessment Rubric
Mary Roduta Roberts, Chad M. Gotch, Megan Cook, Karin Werther, Iris C. I. Chao
Measurement: Interdisciplinary Research and Perspectives.2022; 20(3): 139. CrossRef
Objective structured clinical examination: Challenges and opportunities from students’ perspective
Nazdar Alkhateeb, Abubakir Majeed Salih, Nazar Shabila, Ali Al-Dabbagh, Ayse Hilal Bati
PLOS ONE.2022; 17(9): e0274055. CrossRef
Medical school grades may predict future clinical competence
Jr-Wei Wu, Hao-Min Cheng, Shiau-Shian Huang, Jen-Feng Liang, Chia-Chang Huang, Boaz Shulruf, Ying-Ying Yang, Chen-Huan Chen, Ming-Chih Hou, Wayne Huey-Herng Sheu
Journal of the Chinese Medical Association.2022; 85(9): 909. CrossRef
Development and Evaluation of an Online Exam for Exercise Physiology During the COVID-19 Pandemic
Amanda L Burdett, Nancy van Doorn, Matthew D Jones, Natalie CG Kwai, Rachel E Ward, Silas Taylor, Boaz Shulruf
Journal of Clinical Exercise Physiology.2022; 11(4): 122. CrossRef
eOSCE stations live versus remote evaluation and scores variability
Donia Bouzid, Jimmy Mullaert, Aiham Ghazali, Valentine Marie Ferré, France Mentré, Cédric Lemogne, Philippe Ruszniewski, Albert Faye, Alexy Tran Dinh, Tristan Mirault, Nathan Peiffer Smadja, Léonore Muller, Laure Falque Pierrotin, Michael Thy, Maksud Assa
BMC Medical Education.2022;[Epub] CrossRef
Equal Z standard-setting method to estimate the minimum number of panelists for a medical school’s objective structured clinical examination in Taiwan: a simulation study
Ying-Ying Yang, Pin-Hsiang Huang, Ling-Yu Yang, Chia-Chang Huang, Chih-Wei Liu, Shiau-Shian Huang, Chen-Huan Chen, Fa-Yauh Lee, Shou-Yen Kao, Boaz Shulruf
Journal of Educational Evaluation for Health Professions.2022; 19: 27. CrossRef
Augmenting physician examiner scoring in objective structured clinical examinations: including the standardized patient perspective
Marguerite Roy, Josée Wojcik, Ilona Bartman, Sydney Smee
Advances in Health Sciences Education.2021; 26(1): 313. CrossRef
Re-conceptualising and accounting for examiner (cut-score) stringency in a ‘high frequency, small cohort’ performance test
Matt Homer
Advances in Health Sciences Education.2021; 26(2): 369. CrossRef
Comparison of the validity of bookmark and Angoff standard setting methods in medical performance tests
Majid Yousefi Afrashteh
BMC Medical Education.2021;[Epub] CrossRef
Examiners’ decision‐making processes in observation‐based clinical examinations
Bunmi S. Malau‐Aduli, Richard B. Hays, Karen D’Souza, Amy M. Smith, Karina Jones, Richard Turner, Lizzi Shires, Jane Smith, Shannon Saad, Cassandra Richmond, Antonio Celenza, Tarun Sen Gupta
Medical Education.2021; 55(3): 344. CrossRef
Tutor–Student Partnership in Practice OSCE to Enhance Medical Education
Eve Cosker, Valentin Favier, Patrice Gallet, Francis Raphael, Emmanuelle Moussier, Louise Tyvaert, Marc Braun, Eva Feigerlova
Medical Science Educator.2021; 31(6): 1803. CrossRef
Perception of Students and Examiners about Objective Structured Clinical Examination in a Teaching Hospital in Ethiopia
Henok Fisseha, Hailemichael Desalegn
Advances in Medical Education and Practice.2021; Volume 12: 1439. CrossRef
The Impact of COVID-19 Pandemic on the Learning Outcomes of Medical Students in Taiwan: A Two-Year Prospective Cohort Study of OSCE Performance
Tzyy-Yurn Tzeng, Chia-An Hsu, Ying-Ying Yang, Eunice J. Yuan, Ya-Ting Chang, Tzu-Hao Li, Chung-Pin Li, Jen-Feng Liang, Jiing-Feng Lirng, Tzeng-Ji Chen, Chia-Chang Huang, Ming-Chih Hou, Chen-Huan Chen, Wayne Huey-Herng Sheu
International Journal of Environmental Research and Public Health.2021; 19(1): 208. CrossRef
Assessment methods and the validity and reliability of measurement tools in online objective structured clinical examinations: a systematic scoping review
Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
Journal of Educational Evaluation for Health Professions.2021; 18: 11. CrossRef
Versatility in multiple mini-interview implementation: Rater background does not significantly influence assessment scoring
Keith D. Baker, Roy T. Sabo, Meagan Rawls, Moshe Feldman, Sally A. Santen
Medical Teacher.2020; 42(4): 411. CrossRef
Qualifying online assessment during COVID-19 pandemic: Reflecting on our experience under the cognitive lens of Miller’s pyramid
Dinesh Kumar, Rajasekhar Sajja SN
Research and Development in Medical Education.2020; 9(1): 15. CrossRef
Clinical Teaching: Sixty Tips for Successful Implementation
Haitham Mohamed El Bingawi, Ali Alghamdi
Sudan Journal of Medical Sciences.2020; 15(3): 313. CrossRef
Comparison of the effects of simulated patient clinical skill training and student roleplay on objective structured clinical examination performance among medical students in Australia
Silas Taylor, Matthew Haywood, Boaz Shulruf
Journal of Educational Evaluation for Health Professions.2019; 16: 3. CrossRef
Insights into student assessment outcomes in rural clinical campuses
Boaz Shulruf, Gary Velan, Lesley Forster, Anthony O’Sullivan, Peter Harris, Silas Taylor
BMC Medical Education.2019;[Epub] CrossRef

Research Article

Australian medical students have fewer opportunities to do physical examination of peers of the opposite gender: Silas Taylor, Boaz Shulruf; J Educ Eval Health Prof. 2016;13:42. Published online November 23, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.42

28,046 View
222 Download
7 Web of Science
7 Crossref

Abstract PDF

Purpose
Peer physical examination (PPE), by which junior medical students learn physical examination skills before practicing on patients, is a widely implemented and accepted part of medical curricula. However, the ethical implications of PPE have been debated, since issues including student gender impact on its acceptability. Research has previously demonstrated the phenomenon of ‘attitude-behavior inconsistency’ showing that students’ predictions about their participation in PPE differ from what they actually do in practice. This study asks whether gender and student self-ratings of outlook affect engagement in PPE. Methods: This study gathered data from students who had completed PPE with the objective of determining what factors have the greatest impact on the actual practice of PPE by students. Data were used to derive the number of opportunities students had to examine a peer, for various body parts. Respondent gender and self-ratings of outlook were recorded. Results: Responses from 130 students were analysed: 74 female (57%) and 56 male (43%). Students have fewer opportunities to examine peers of the opposite gender; this is statistically significant for all body parts when male students examine female peers. Conclusion: Gender is the factor of overriding importance on whether these peer interactions actually occur, such that students have fewer opportunities to examine peers of the opposite gender, particularly male students examining female peers. Student outlook has little impact. We speculate that the more acceptable PPE is to participants, paradoxically, the more complicated these interactions become, possibly with implications for future practice.

Citations

Citations to this article as recorded by

Acceptance of peer physical examination in medical students in Wuhan, China: A cross‐sectional study
Younes A. Khadour, Ahmad M. Khadour, Bashar M. Ebrahem, Fater A. Khadour
Health Science Reports.2024;[Epub] CrossRef
Practicing Peer Physical Examination by Medical and Allied Health Professions Students: Why the Hesitation and Where are We Now? A Narrative Literature Review
Noor Al-Chalabi
Advances in Medical Education and Practice.2024; Volume 15: 513. CrossRef
Perception of medical students towards teaching basic clinical skills in otorhinolaryngology through peer physical examination (PPE)
Vikas Gupta, Yousuf Begum, Abhishek Singh, Deepika Agrawal
Journal of Education and Health Promotion.2023;[Epub] CrossRef
Syrian medical students’ acceptance of peer physical examination and its associating factors: a cross-sectional study
Jameel Soqia, Mohamad Ashraf Shamaa, Dima Alhomsi, Laila Yakoub-Agha, Mhd Basheer Alameer, Rawan Alhomsi, Mohmad Nour Hakok, Rim Khalil, Mazen Zaitouna
BMC Medical Education.2022;[Epub] CrossRef
Comparison of the effects of simulated patient clinical skill training and student roleplay on objective structured clinical examination performance among medical students in Australia
Silas Taylor, Matthew Haywood, Boaz Shulruf
Journal of Educational Evaluation for Health Professions.2019; 16: 3. CrossRef
L’enseignement par discipline de la sémiologie en deuxième année de médecine améliore l’acquisition des compétences. Exemple de la sémiologie neurologique
G. Turc, B. Terrier, A.-S. Bats, C. Ngo, B. Ranque, D. Calvet
La Revue de Médecine Interne.2018; 39(12): 905. CrossRef
The sights and insights of examiners in objective structured clinical examinations
Lauren Chong, Silas Taylor, Matthew Haywood, Barbara-Ann Adelstein, Boaz Shulruf
Journal of Educational Evaluation for Health Professions.2017; 14: 34. CrossRef

Research article

Examiner seniority and experience are associated with bias when scoring communication, but not examination, skills in objective structured clinical examinations in Australia: Lauren Chong, Silas Taylor, Matthew Haywood, Barbara-Ann Adelstein, Boaz Shulruf; J Educ Eval Health Prof. 2018;15:17.; DOI: https://doi.org/10.3352/jeehp.2018.15.17

28,113 View
295 Download
25 Web of Science
23 Crossref

Abstract PDF Supplementary Material

Purpose
The biases that may influence objective structured clinical examination (OSCE) scoring are well understood, and recent research has attempted to establish the magnitude of their impact. However, the influence of examiner experience, clinical seniority, and occupation on communication and physical examination scores in OSCEs has not yet been clearly established.
Methods
We compared the mean scores awarded for generic and clinical communication and physical examination skills in 2 undergraduate medicine OSCEs in relation to examiner characteristics (gender, examining experience, occupation, seniority, and speciality). The statistical significance of the differences was calculated using the 2-tailed independent t-test and analysis of variance.
Results
Five hundred and seventeen students were examined by 237 examiners at the University of New South Wales in 2014 and 2016. Examiner gender, occupation (academic, clinician, or clinical tutor), and job type (specialist or generalist) did not significantly impact scores. Junior doctors gave consistently higher scores than senior doctors in all domains, and this difference was statistically significant for generic and clinical communication scores. Examiner experience was significantly inversely correlated with generic communication scores.
Conclusion
We suggest that the assessment of examination skills may be less susceptible to bias because this process is fairly prescriptive, affording greater scoring objectivity. We recommend training to define the marking criteria, teaching curriculum, and expected level of performance in communication skills to reduce bias in OSCE assessment.

Citations

Citations to this article as recorded by

Perceived Educational Value of a Self‐Developed 3D‐Printed Pediatric Dentistry Simulator
Michel Benyamin, Sandrella Hamdan, Timothy Fasham, Samuel Morice, Stephane Le Goff, Maria‐Antonietta D'Agostino, Marie Jannot, Yasmine Smail, Jean‐Pierre Attal, Hélène Gouze, Elisabeth Dursun, Philippe Francois
Journal of Dental Education.2026;[Epub] CrossRef
The application of objective structured clinical examinations for evaluating clinical internship in long-term clinical medical students in China
Miao Yang, Yao Liu, Yuhan Dong, Yang Ding, Zhibing Lu, Mingxia Yu, Xingxing He
Frontiers in Education.2025;[Epub] CrossRef
Embracing Uncertainty in Competency-Based Veterinary Education: Assessing Domains of Communication, Collaboration, and Professionalism and Professional Identity
Ariana L. Hinckley-Boltax, Michelle C. Coleman
Journal of Veterinary Medical Education.2025;[Epub] CrossRef
Will this pre-service teacher be an effective educator? Depends who you ask: faculty characteristics of their assessments of students
Stella Gidalevich, Zehavah Bigman
Discover Education.2025;[Epub] CrossRef
Analyse systématique des évaluations de circuits multiples d’examen clinique objectif structuré (ECOS) : variables explicatives et corrélations inter-évaluateurs
E. Ollier, C. Pelissier, C. Boissier, T. Barjat, P. Berthelot, C. Boutet, X. Gocko, C. Le Hello, S. Perinel
La Revue de Médecine Interne.2024;[Epub] CrossRef
Variance due to the examination conditions and factors associated with success in objective structured clinical examinations (OSCEs): first experiences at Paris-Saclay medical school
Coralie Amadou, Raphael Veil, Antonia Blanié, Claire Nicaise, Alexandra Rouquette, Vincent Gajdos
BMC Medical Education.2024;[Epub] CrossRef
Assessment during clinical education among nursing students using two different assessment instruments
Nilsson Tomas, Masiello Italo, Broberger Eva, Lindström Veronica
BMC Medical Education.2024;[Epub] CrossRef
Association entre les performances cliniques des étudiants et leur réussite aux Épreuves classantes nationales informatisées : une étude de cohorte rétrospective monocentrique
L. Azoyan, Y. Lombardi, M.C. Renaud, A. Duguet, S. Georgin-Lavialle, F. Cohen-Aubart, G. Ibanez, O. Steichen
La Revue de Médecine Interne.2023; 44(1): 5. CrossRef
Bias in Medical School Clerkship Grading: Is It Time for a Change?
Rachel A. Russo, Dana M. Raml, Anna J. Kerlek, Martin Klapheke, Katherine B. Martin, Jeffrey J. Rakofsky
Academic Psychiatry.2023; 47(4): 428. CrossRef
Are we ready yet for digital transformation? Virtual versus on-campus OSCE as assessment tools in pharmacy education. A randomized controlled head-to-head comparative assessment
Zelal Kharaba, Mohammad M. AlAhmad, Asim Ahmed Elnour, Abdallah Abou Hajal, Suhad Abumweis, Mohammad A. Ghattas
Saudi Pharmaceutical Journal.2023; 31(3): 359. CrossRef
Comparing Entrustable Professional Activity Scores Given by Faculty Physicians and Senior Trainees to First-Year Residents
Steven J Katz, Dennis Wang
Cureus.2022;[Epub] CrossRef
eOSCE stations live versus remote evaluation and scores variability
Donia Bouzid, Jimmy Mullaert, Aiham Ghazali, Valentine Marie Ferré, France Mentré, Cédric Lemogne, Philippe Ruszniewski, Albert Faye, Alexy Tran Dinh, Tristan Mirault, Nathan Peiffer Smadja, Léonore Muller, Laure Falque Pierrotin, Michael Thy, Maksud Assa
BMC Medical Education.2022;[Epub] CrossRef
Development and Evaluation of an Online Exam for Exercise Physiology During the COVID-19 Pandemic
Amanda L Burdett, Nancy van Doorn, Matthew D Jones, Natalie CG Kwai, Rachel E Ward, Silas Taylor, Boaz Shulruf
Journal of Clinical Exercise Physiology.2022; 11(4): 122. CrossRef
Equal Z standard-setting method to estimate the minimum number of panelists for a medical school’s objective structured clinical examination in Taiwan: a simulation study
Ying-Ying Yang, Pin-Hsiang Huang, Ling-Yu Yang, Chia-Chang Huang, Chih-Wei Liu, Shiau-Shian Huang, Chen-Huan Chen, Fa-Yauh Lee, Shou-Yen Kao, Boaz Shulruf
Journal of Educational Evaluation for Health Professions.2022; 19: 27. CrossRef
How biased are you? The effect of prior performance information on attending physician ratings and implications for learner handover
Tammy Shaw, Timothy J. Wood, Claire Touchie, Debra Pugh, Susan M. Humphrey-Murto
Advances in Health Sciences Education.2021; 26(1): 199. CrossRef
Does objective structured clinical examination examiners’ backgrounds influence the score agreement?
Oscar Gilang Purnajati, Rachmadya Nur Hidayah, Gandes Retno Rahayu
The Asia Pacific Scholar.2021; 6(2): 48. CrossRef
Ethnic and Gender Bias in Objective Structured Clinical Examination
Iris C.I Chao, Efrem Violato, Brendan Concannon, Charlotte McCartan, Sharla King, Mary Roduta Roberts
Education in the Health Professions.2021; 4(2): 37. CrossRef
Tutor–Student Partnership in Practice OSCE to Enhance Medical Education
Eve Cosker, Valentin Favier, Patrice Gallet, Francis Raphael, Emmanuelle Moussier, Louise Tyvaert, Marc Braun, Eva Feigerlova
Medical Science Educator.2021; 31(6): 1803. CrossRef
Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia
Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
Journal of Educational Evaluation for Health Professions.2021; 18: 23. CrossRef
Assessment methods and the validity and reliability of measurement tools in online objective structured clinical examinations: a systematic scoping review
Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
Journal of Educational Evaluation for Health Professions.2021; 18: 11. CrossRef
Is There Variability in Scoring of Student Surgical OSCE Performance Based on Examiner Experience and Expertise?
Claire L. Donohoe, Frank Reilly, Suzanne Donnelly, Ronan A. Cahill
Journal of Surgical Education.2020; 77(5): 1202. CrossRef
The role of training in student examiner rating performance in a student-led mock OSCE
Jian Hui Koo, Kim Yao Ong, Yun Ting Yap, Kum Ying Tham
Perspectives on Medical Education.2020; 10(5): 293. CrossRef
Insights into student assessment outcomes in rural clinical campuses
Boaz Shulruf, Gary Velan, Lesley Forster, Anthony O’Sullivan, Peter Harris, Silas Taylor
BMC Medical Education.2019;[Epub] CrossRef

First
Prev
Page of 1
Next
Last

Search