All Outputs (9)

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

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.

Training healthcare professionals to be ready for practice in an era of social distancing: A realist evaluation (2023)
Journal Article

Background Programme changes due to the COVID-19 pandemic have impacted variably on preparation for practice of healthcare professional students. Explanations for such variability need exploration. The aim of our study was to understand what clinica... Read More about Training healthcare professionals to be ready for practice in an era of social distancing: A realist evaluation.

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

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

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..

Determining the influence of different linking patterns on the stability of students' score adjustments produced using Video-based Examiner Score Comparison and Adjustment (VESCA). (2022)
Journal Article

BACKGROUND: Ensuring equivalence of examiners' judgements across different groups of examiners is a priority for large scale performance assessments in clinical education, both to enhance fairness and reassure the public. This study extends insight i... Read More about Determining the influence of different linking patterns on the stability of students' score adjustments produced using Video-based Examiner Score Comparison and Adjustment (VESCA)..

Determining influence, interaction and causality of Contrast and Sequence effects in OSCEs. (2021)
Journal Article

INTRODUCTION: Differential rater function over time (DRIFT) and contrast effects (examiners' scores biased away from the standard of preceding performances) both challenge the fairness of scoring in Objective Structured Clinical Exams (OSCEs). This i... Read More about Determining influence, interaction and causality of Contrast and Sequence effects in OSCEs..

Measuring the Effect of Examiner Variability in a Multiple-Circuit Objective Structured Clinical Examination (OSCE) (2021)
Journal Article

Purpose Ensuring that examiners in different parallel circuits of objective structured clinical examinations (OSCEs) judge to the same standard is critical to the chain of validity. Recent work suggests examiner-cohort (i.e., the particular group of... Read More about Measuring the Effect of Examiner Variability in a Multiple-Circuit Objective Structured Clinical Examination (OSCE).

Exploring differences in individual and group judgements in standard setting (2019)
Journal Article

Background: Standard setting is critically important to assessment decisions in medical education. Recent research has demonstrated variations between medical schools in the standards set for shared items. Despite the centrality of judgement to crite... Read More about Exploring differences in individual and group judgements in standard setting.

Developing a video-based method to compare and adjust examiner effects in fully nested OSCEs (2018)
Journal Article

Background: Whilst averaging across multiple examiners judgements reduces unwanted overall score variability in Objective Structured Clinical Examinations (OSCE), designs involving several parallel circuits of the OSCE require that different examin... Read More about Developing a video-based method to compare and adjust examiner effects in fully nested OSCEs.