Assessors’ interpretations of narrative data on communication skills in a summative OSCE-Reference-Cited by-同舟云学术

Assessors’ interpretations of narrative data on communication skills in a summative OSCE

Published:2019-07-15 Issue:10 Volume:53 Page:1003-1012
ISSN:0308-0110
Container-title:Medical Education
language:en
Short-container-title:Med Educ

Author:

Wilby Kyle John¹^ORCID,Dolmans Diana H J M²^ORCID,Austin Zubin³,Govaerts Marjan J B²^ORCID

Affiliation:

1. School of Pharmacy University of Otago Dunedin New Zealand

2. School of Health Professions Education (SHE), Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences Maastricht University Maastricht the Netherlands

3. Leslie Dan Faculty of Pharmacy University of Toronto Toronto Ontario Canada

Publisher

Wiley

Subject

Education,General Medicine

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/medu.13924

Reference20 articles.

1. Assessing professional competence: from methods to programmes

2. Cognitive influences on complex performance assessment: Lessons from the interplay between medicine and psychology.

3. Narrative descriptions should replace grades and numerical ratings for clinical performance in medical education in the United States

4. The Hidden Value of Narrative Comments for Assessment

5. Optimizing the utility of communication OSCEs: Omit station-specific checklists and provide students with narrative feedback

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3. Assessing Advanced Communication Skills via Objective Structured Clinical Examination: A Comparison of Faculty Versus Self, Peer, and Standardized Patient Assessors;Teaching and Learning in Medicine;2020-03-06

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