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Items: 1 to 20 of 130

1.

Two models of raters in a structured oral examination: does it make a difference?

Touchie C, Humphrey-Murto S, Ainslie M, Myers K, Wood TJ.

Adv Health Sci Educ Theory Pract. 2010 Mar;15(1):97-108. doi: 10.1007/s10459-009-9175-1. Epub 2009 Aug 6.

PMID:
19657717
2.

Relationship between candidate communication ability and oral certification examination scores.

Lunz ME, Bashook PG.

Med Educ. 2008 Dec;42(12):1227-33. doi: 10.1111/j.1365-2923.2008.03231.x.

PMID:
19120954
3.
4.

Poor inter-rater reliability on mock anesthesia oral examinations.

Jacobsohn E, Klock PA, Avidan M.

Can J Anaesth. 2006 Jul;53(7):659-68.

PMID:
16803913
5.

The reliability of six faculty members in identifying important OSCE items.

Valentino J, Donnelly MB, Sloan DA, Schwartz RW, Haydon RC 3rd.

Acad Med. 1998 Feb;73(2):204-5.

PMID:
9484196
6.
7.

Development and pilot testing of an OSCE for difficult conversations in surgical intensive care.

Chipman JG, Beilman GJ, Schmitz CC, Seatter SC.

J Surg Educ. 2007 Mar-Apr;64(2):79-87.

PMID:
17462207
8.

The effect of differential rater function over time (DRIFT) on objective structured clinical examination ratings.

McLaughlin K, Ainslie M, Coderre S, Wright B, Violato C.

Med Educ. 2009 Oct;43(10):989-92. doi: 10.1111/j.1365-2923.2009.03438.x.

PMID:
19769648
9.

The effect of rater severity on person ability measure: a Rasch model analysis.

Lunz ME, Stahl JA.

Am J Occup Ther. 1993 Apr;47(4):311-7.

PMID:
8322872
10.

Who should rate candidates in an objective structured clinical examination?

Martin JA, Reznick RK, Rothman A, Tamblyn RM, Regehr G.

Acad Med. 1996 Feb;71(2):170-5.

PMID:
8615935
11.

Standardized patients: a long-station clinical examination format.

Ferrell BG, Thompson BL.

Med Educ. 1993 Jul;27(4):376-81.

PMID:
8412881
12.

Assessment of first-year veterinary students' communication skills using an objective structured clinical examination: the importance of context.

Hecker KG, Adams CL, Coe JB.

J Vet Med Educ. 2012 Fall;39(3):304-10. doi: 10.3138/jvme.0312.022R.

PMID:
22951466
13.

Comparison between inter-rater reliability and inter-rater agreement in performance assessment.

Liao SC, Hunt EA, Chen W.

Ann Acad Med Singapore. 2010 Aug;39(8):613-8.

14.

A method for identifying extreme OSCE examiners.

Bartman I, Smee S, Roy M.

Clin Teach. 2013 Feb;10(1):27-31. doi: 10.1111/j.1743-498X.2012.00607.x.

PMID:
23294740
15.

The effect of a 13-hour curriculum to improve residents' teaching skills: a randomized trial.

Morrison EH, Rucker L, Boker JR, Gabbert CC, Hubbell FA, Hitchcock MA, Prislin MD.

Ann Intern Med. 2004 Aug 17;141(4):257-63.

PMID:
15313741
16.

Assessment of medical student clinical reasoning by "lay" vs physician raters: inter-rater reliability using a scoring guide in a multidisciplinary objective structured clinical examination.

Berger AJ, Gillespie CC, Tewksbury LR, Overstreet IM, Tsai MC, Kalet AL, Ogilvie JB.

Am J Surg. 2012 Jan;203(1):81-6. doi: 10.1016/j.amjsurg.2011.08.003.

PMID:
22172486
17.
18.

The use of an objective structured clinical examination with postgraduate residents in pediatrics.

Hilliard RI, Tallett SE.

Arch Pediatr Adolesc Med. 1998 Jan;152(1):74-8.

PMID:
9452712
19.
20.

Effect of station examination item sampling on generalizability of student performance.

Stratford PW, Thomson MA, Sanford J, Saarinen H, Dilworth P, Solomon P, Nixon P, Fraser-MacDougall V, Pierce-Fenn H.

Phys Ther. 1990 Jan;70(1):31-6.

PMID:
2294530

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