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Research articles
Development and validation of the student ratings in clinical teaching scale in Australia: a methodological study  
Pin-Hsiang Huang, Anthony John O’Sullivan, Boaz Shulruf
J Educ Eval Health Prof. 2023;20:26.   Published online September 5, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.26
  • 1,320 View
  • 129 Download
AbstractAbstract PDFSupplementary Material
Purpose
This study aimed to devise a valid measurement for assessing clinical students’ perceptions of teaching practices.
Methods
A new tool was developed based on a meta-analysis encompassing effective clinical teaching-learning factors. Seventy-nine items were generated using a frequency (never to always) scale. The tool was applied to the University of New South Wales year 2, 3, and 6 medical students. Exploratory and confirmatory factor analysis (exploratory factor analysis [EFA] and confirmatory factor analysis [CFA], respectively) were conducted to establish the tool’s construct validity and goodness of fit, and Cronbach’s α was used for reliability.
Results
In total, 352 students (44.2%) completed the questionnaire. The EFA identified student-centered learning, problem-solving learning, self-directed learning, and visual technology (reliability, 0.77 to 0.89). CFA showed acceptable goodness of fit (chi-square P<0.01, comparative fit index=0.930 and Tucker-Lewis index=0.917, root mean square error of approximation=0.069, standardized root mean square residual=0.06).
Conclusion
The established tool—Student Ratings in Clinical Teaching (STRICT)—is a valid and reliable tool that demonstrates how students perceive clinical teaching efficacy. STRICT measures the frequency of teaching practices to mitigate the biases of acquiescence and social desirability. Clinical teachers may use the tool to adapt their teaching practices with more active learning activities and to utilize visual technology to facilitate clinical learning efficacy. Clinical educators may apply STRICT to assess how these teaching practices are implemented in current clinical settings.
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
  • 5,138 View
  • 227 Download
  • 3 Web of Science
  • 4 Crossref
AbstractAbstract PDFSupplementary 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 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
  • Feasibility of an online clinical assessment of competence in physiotherapy students
    Brooke Flew, Lucy Chipchase, Darren Lee, Jodie A. McClelland
    Physiotherapy Theory and Practice.2024; : 1.     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
  • 7,025 View
  • 401 Download
  • 11 Web of Science
  • 10 Crossref
AbstractAbstract PDFSupplementary 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  
  • 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;[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
  • 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
Journal clubs in Australian medical schools: prevalence, application, and educators’ opinions  
Damian James Ianno, Kelly Mirowska-Allen, Stephen Anthony Kunz, Richard O’Brien
J Educ Eval Health Prof. 2020;17:9.   Published online February 26, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.9
  • 7,565 View
  • 212 Download
  • 5 Web of Science
  • 5 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Medically-focused journal clubs have been used as an educational tool for over 100 years, with research indicating that they improve knowledge, reading behaviour, and critical appraisal skills. However, it is unknown how widespread they are in Australian medical schools, nor the opinions of medical education leaders as to their value.
Methods
A nationwide cross-sectional study was performed among academic leaders from every Australian medical school. Individuals were asked to complete a survey detailing their attitudes towards journal clubs using single- or multiple-answer questions, Likert scales, and ranked data. They were asked whether students at their institutions were able to partake in journal clubs, and if so, provided details on their implementation.
Results
At least 1 response was collected from 18 of 19 Australian medical schools. The response rate was 40.8% (60 of 147), and 36 responses (60.0%) were from heads of clinical schools. Respondents from 15 of 18 institutions (83.3%) stated that their institution had a journal club. Of these, 23 (65.7%) were metropolitan institutions and 12 (34.3%) were rural institutions. Eighteen (51.4%) journal clubs were clinician-led, 13 (37.1%) were run through specific hospital departments, and 23 (65.7%) occurred during clinical years. Most respondents (20 [57.1%]) stated that the primary aim of the journal club was to develop critical appraisal skills.
Conclusion
Journal clubs are a highly regarded educational tool in the armoury of medical school educators, with significant heterogeneity in their structure, geographic prevalence, and intended purpose. Further studies of their efficacy in teaching evidence-based medicine is warranted.

Citations

Citations to this article as recorded by  
  • Using a journal club to navigate a maze of COVID-19 papers in a front-line hospital service
    Rachel Wenke, Paulina Stehlik, John Gerrard, Sharon Mickan, David Henry
    BMJ Evidence-Based Medicine.2023; 28(3): 210.     CrossRef
  • Club bibliográfico de la Sociedad Española de Radiología Médica: Historia, análisis y perspectivas tras 10 años de trayectoria
    D. Herrán de la Gala, C. Biosca Calabuig, J. Miranda Bautista
    Radiología.2023; 65(4): 376.     CrossRef
  • Spanish Society of Medical Radiology Journal Club: History, analysis and perspectives after ten years of experience
    D. Herrán de la Gala, C. Biosca Calabuig, J. Miranda Bautista
    Radiología (English Edition).2023; 65(4): 376.     CrossRef
  • Assessing Medical Students’ Perception of Implementing Journal Club Activities: A Qualitative Study
    Roaa Aljumaa, Reem Elmokattaf, Mohammad Aljumaa, Haifa Almuhanna , Marukh Rashid , Ismail A Abdullah, Abdul Rahman Sukar
    Cureus.2023;[Epub]     CrossRef
  • Medical students’ attitudes towards the teaching of cervical and ovarian cancer screening protocols in Ireland: a qualitative study
    Paul McHugh, Donal Brennan, Mary F. Higgins
    Irish Journal of Medical Science (1971 -).2022; 191(1): 469.     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
  • 20,968 View
  • 416 Download
  • 10 Web of Science
  • 11 Crossref
AbstractAbstract PDFSupplementary 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

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    Caroline Corves, Matthias Stadler, Martin R. Fischer
    European Journal of Psychology of Education.2024;[Epub]     CrossRef
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    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
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    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
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  • 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
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    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
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    Jihye Yu, Sukyung Lee, Miran Kim, Janghoon Lee
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Review Article
Medical school accreditation in Australia: Issues involved in assessing major changes and new programs
Michael J. Field
J Educ Eval Health Prof. 2011;8:6.   Published online June 8, 2011
DOI: https://doi.org/10.3352/jeehp.2011.8.6
  • 28,272 View
  • 177 Download
  • 8 Crossref
AbstractAbstract PDF
The Australian Medical Council (AMC) is an independent company for quality assurance and quality improvement in medical education in Australia and New Zealand. Accreditation procedures for the 20 medical schools in these two countries are somewhat different for three different circumstances or stages of school development: existing medical schools, established courses undergoing major changes, and new schools. This paper will outline some issues involved in major changes to existing courses, and new medical school programs. Major changes have included change from a 6 year undergraduate course to a 5 year undergraduate course or 4 year graduate-entry course, introduction of a lateral graduate-entry stream, new domestic site of course delivery, offshore course delivery, joint program between two universities, and major change to curriculum. In the case of a major change assessment, accreditation of the new or revised course may be granted for a period up to two years after the full course has been implemented. In the assessment of proposals for introduction of new medical courses, six issues needing careful consideration have arisen: forward planning, academic staffing, adequate clinical experience, acceptable research program, adequacy of resources, postgraduate training program and employment.

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    Breanna Lepre, Kylie J Mansfield, Sumantra Ray, Eleanor Beck
    BMJ Nutrition, Prevention & Health.2021; 4(1): 307.     CrossRef
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    Hanna Jung, Woo Taek Jeon, Shinki An
    Journal of Educational Evaluation for Health Professions.2020; 17: 31.     CrossRef
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    Hanna Jung, Woo Taek Jeon, Shinki An
    Korean Medical Education Review.2020; 22(1): 16.     CrossRef
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    Sun Huh, Myung-Hyun Chung
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    Anatomical Sciences Education.2013; 6(6): 415.     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
  • 25,683 View
  • 281 Download
  • 19 Web of Science
  • 18 Crossref
AbstractAbstract PDFSupplementary 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

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  • Analyse systématique des évaluations de circuits multiples d’examen clinique objectif structuré (ECOS) : variables explicatives et corrélations inter-évaluateurs
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    Coralie Amadou, Raphael Veil, Antonia Blanié, Claire Nicaise, Alexandra Rouquette, Vincent Gajdos
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  • 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
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  • Ethnic and gender bias in objective structured clinical examination: A critical review
    IrisC. I. Chao, Efrem Violato, Brendan Concannon, Charlotte McCartan, Sharla King, MaryRoduta 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

JEEHP : Journal of Educational Evaluation for Health Professions