Formative Objective Structured Clinical Examination (OSCE) as a Learning Tool and Predictor of High-Stakes OSCE
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Publisher
Springer Nature Singapore
Link
https://link.springer.com/content/pdf/10.1007/978-981-99-4573-3_12
Reference24 articles.
1. Utomo PS, Randita ABT, Riskiyana R, Kurniawan F, Aras I, Abrori C et al (2022) Predicting medical graduates’ clinical performance using national competency examination results in Indonesia. BMC Med Educ 22:254. https://doi.org/10.1186/s12909-022-03321-x
2. Junod Perron N, Louis-Simonet M, Cerutti B, Pfarrwaller E, Sommer J, Nendaz M (2016) The quality of feedback during formative OSCEs depends on the tutors’ profile. BMC Med Educ 16:293. https://doi.org/10.1186/s12909-016-0815-x
3. Blamoun J, Hakemi A, Armstead T (2021) A guide for medical students and residents preparing for formative, summative, and virtual objective structured clinical examination (OSCE): twenty tips and pointers. Adv Med Educ Pract 12:973–978. https://doi.org/10.2147/AMEP.S326488
4. Townsend AH, McLlvenny S, Miller CJ, Dunn EV (2001) The use of an objective structured clinical examination (OSCE) for formative and summative assessment in a general practice clinical attachment and its relationship to final medical school examination performance. Med Educ 35:841–846. https://doi.org/10.1046/j.1365-2923.2001.00957.x
5. Lien H-H, Hsu S-F, Chen S-C, Yeh J-H (2016) Can teaching hospitals use serial formative OSCEs to improve student performance? BMC Res Notes 9:464
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