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Investigating the accuracy of adjusting for examiner differences in multi-centre Objective Structured Clinical Exams (OSCEs). A simulation study of video-based Examiner Score Comparison and Adjustment (VESCA) (2024)
Journal Article
Yeates, P., & McCray, G. (2024). Investigating the accuracy of adjusting for examiner differences in multi-centre Objective Structured Clinical Exams (OSCEs). A simulation study of video-based Examiner Score Comparison and Adjustment (VESCA). BMC Medical Education, 24(1), Article 1466. https://doi.org/10.1186/s12909-024-06462-3

Introduction: Ensuring examiner equivalence across distributed assessment locations is a priority within distributed Objective Structured Clinical Exams (OSCEs) but is challenging as examiners are typically fully nested within locations (i.e. no over... Read More about Investigating the accuracy of adjusting for examiner differences in multi-centre Objective Structured Clinical Exams (OSCEs). A simulation study of video-based Examiner Score Comparison and Adjustment (VESCA).

Inter-school variations in the standard of examiners’ graduation-level OSCE judgements (2024)
Journal Article
Yeates, P., Maluf, A., McCray, G., Kinston, R., Cope, N., Cullen, K., O’Neill, V., Cole, A., Chung, C.-W., Goodfellow, R., Vallender, R., Ensaff, S., Goddard-Fuller, R., & McKinley, R. (2024). Inter-school variations in the standard of examiners’ graduation-level OSCE judgements. Medical Teacher, 1-9. https://doi.org/10.1080/0142159X.2024.2372087

Introduction
Ensuring equivalence in high-stakes performance exams is important for patient safety and candidate fairness. We compared inter-school examiner differences within a shared OSCE and resulting impact on students’ pass/fail categorisation.... Read More about Inter-school variations in the standard of examiners’ graduation-level OSCE judgements.

A realist evaluation of how, why and when Objective Structured Clinical Exams (OSCEs) are experienced as an authentic assessment of clinical preparedness (2024)
Journal Article
Yeates, P., Maluf, A., Kinston, R., Cope, N., Cullen, K., Cole, A., O’Neill, V., Chung, C.-W., Goodfellow, R., Vallender, R., Ensaff, S., Goddard-Fuller, R., McKinley, R., & Wong, G. (2024). A realist evaluation of how, why and when Objective Structured Clinical Exams (OSCEs) are experienced as an authentic assessment of clinical preparedness. Medical Teacher, 1-9. https://doi.org/10.1080/0142159X.2024.2339413

Introduction: Whilst rarely researched, the authenticity with which Objective Structured Clinical Exams (OSCEs) simulate practice is arguably critical to making valid judgements about candidates’ preparedness to progress in their training. We studied... Read More about A realist evaluation of how, why and when Objective Structured Clinical Exams (OSCEs) are experienced as an authentic assessment of clinical preparedness.

Using video-based examiner score comparison and adjustment (VESCA) to compare the influence of examiners at different sites in a distributed objective structured clinical exam (OSCE) (2023)
Journal Article
Yeates, P., Maluf, A., Cope, N., McCray, G., McBain, S., Beardow, D., Fuller, R., & McKinley, R. B. (2023). Using video-based examiner score comparison and adjustment (VESCA) to compare the influence of examiners at different sites in a distributed objective structured clinical exam (OSCE). BMC Medical Education, 23(1), Article 803. https://doi.org/10.1186/s12909-023-04774-4

Purpose: Ensuring equivalence of examiners’ judgements within distributed objective structured clinical exams (OSCEs) is key to both fairness and validity but is hampered by lack of cross-over in the performances which different groups of examiners o... Read More about Using video-based examiner score comparison and adjustment (VESCA) to compare the influence of examiners at different sites in a distributed objective structured clinical exam (OSCE).

Enhancing authenticity, diagnosticity and equivalence (AD-Equiv) in multicentre OSCE exams in health professionals education: protocol for a complex intervention study. (2022)
Journal Article
Yeates, P., Maluf, A., Kinston, R., Cope, N., McCray, G., Cullen, K., O’Neill, V., Cole, A., Goodfellow, R., Vallender, R., Chung, C.-W., McKinley, R. K., Fuller, R., & Wong, G. (2022). Enhancing authenticity, diagnosticity and equivalence (AD-Equiv) in multicentre OSCE exams in health professionals education: protocol for a complex intervention study. BMJ Open, 12(12), Article e064387. https://doi.org/10.1136/bmjopen-2022-064387

INTRODUCTION: Objective structured clinical exams (OSCEs) are a cornerstone of assessing the competence of trainee healthcare professionals, but have been criticised for (1) lacking authenticity, (2) variability in examiners' judgements which can cha... Read More about Enhancing authenticity, diagnosticity and equivalence (AD-Equiv) in multicentre OSCE exams in health professionals education: protocol for a complex intervention study..

Technology enhanced assessment: Ottawa consensus statement and recommendations. (2022)
Journal Article
Fuller, R., Goddard, V. C., Nadarajah, V. D., Treasure-Jones, T., Yeates, P., Scott, K., Webb, A., Valter, K., & Pyorala, E. (2022). Technology enhanced assessment: Ottawa consensus statement and recommendations. Medical Teacher, 1 - 15. https://doi.org/10.1080/0142159X.2022.2083489

INTRODUCTION: In 2011, a consensus report was produced on technology-enhanced assessment (TEA), its good practices, and future perspectives. Since then, technological advances have enabled innovative practices and tools that have revolutionised how l... Read More about Technology enhanced assessment: Ottawa consensus statement and recommendations..