NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 8 results Save | Export
Learning Effect of Reusing Stations in an Objective Structured Clinical Examination.
Peer reviewed Peer reviewed
Jolly, Brian; And Others – Teaching and Learning in Medicine, 1993
A University of Adelaide (Australia) study investigated the effect of administering identical stations to different classes over a 12-year period within the objective structured clinical examination component of a final-year medical school examination. Repeat administrations correlated with improved student performance over time. (Author/MSE)
Descriptors: Clinical Experience, Higher Education, Medical Education, Professional Education
Reliability of Objective Structured Clinical Examinations: Four Years of Experience in a Surgical Clerkship.
Peer reviewed Peer reviewed
Mann, Karen V.; And Others – Teaching and Learning in Medicine, 1990
Four years of experience with an objective structured clinical examination (OSCE) following an eight-week surgical clerkship (n=356 students) are reported, including data on mean student performance across years, reliability coefficients, and generalizability. Implications for improvement and development of OSCE are discussed. (Author/MSE)
Descriptors: Clinical Experience, Higher Education, Medical Education, Professional Education
Impact of Examiners on Candidate Scores: An Introduction to the Use of Multifacet Rasch Model Analysis for Oral Examinations.
Peer reviewed Peer reviewed
Lunz, Mary E.; Stahl, John A. – Teaching and Learning in Medicine, 1993
A discussion of multifacet Rasch model analysis describes the Rasch model and its assumptions, then presents an extension of the model to include a facet for the influence of examiner severity. The model is illustrated with an application to an oral examination administered by a medical specialty board. (Author/MSE)
Descriptors: Higher Education, Licensing Examinations (Professions), Medical Education, Models
Assessment of Clinical Skills with Standardized Patients: State of the Art.
Peer reviewed Peer reviewed
van der Vleuten, C. P. M.; Swanson, David B. – Teaching and Learning in Medicine, 1990
Large scale studies of the psychometric characteristics of standardized-patient clinical examinations are reviewed, and recommendations for test improvement are offered, including (1) assessment of history taking, physical examination, and communication skills separately from diagnostic and management skills; (2) a mastery-testing framework for…
Descriptors: Educational Trends, Higher Education, Medical Education, Patients
Commentary on "Assessment of Clinical Skills with Standardized Patients: State of the Art."
Peer reviewed Peer reviewed
Miller, George E. – Teaching and Learning in Medicine, 1990
A review (HE 528 450) of large-scale studies of the psychometric characteristics of standardized-patient clinical examinations is commended for its clarity, thoroughness, and relevance. Issues of reliability, validity, scoring, reporting, and use of the tests are discussed further. (MSE)
Descriptors: Educational Trends, Higher Education, Medical Education, Patients
Written Comments on Objective Structured Clinical Examination Rating Forms: An Exploratory Study.
Peer reviewed Peer reviewed
Kachur, Elizabeth Krajic; And Others – Teaching and Learning in Medicine, 1990
Evaluators in six objective structured clinical examinations were encouraged to add written comments to the traditional checklist rating forms. The 1,283 comments were categorized as trainee performance (technique, content, summary) and organizational comments. Analysis found that the comments were relevant and useful, and provided substantial…
Descriptors: Check Lists, Clinical Experience, Evaluation Criteria, Higher Education
Extended-Matching Items: A Practical Alternative to Free-Response Questions.
Peer reviewed Peer reviewed
Case, Susan M.; Swanson, David B. – Teaching and Learning in Medicine, 1993
Extended matching, a test item format used currently in medical licensing examinations, is described. Procedures for writing and reviewing such test items are outlined, test development and psychometric advantages are discussed, and issues in test administration and scoring are examined. The extended matching form is also seen as having uses for…
Descriptors: Clinical Diagnosis, Decision Making, Higher Education, Licensing Examinations (Professions)
Administration of a Parallel, Simultaneous Objective Structured Clinical Examination to Accommodate a Large Class of Students.
Peer reviewed Peer reviewed
Carpenter, John L.; And Others – Teaching and Learning in Medicine, 1993
The University of Texas Southwestern Medical School administered identical, simultaneous objective structured clinical examinations to large medical school classes and found the method logistically and psychometrically feasible. Potential for use of the test to make pass-fail grading decisions and proposals for modification of administration and…
Descriptors: Case Studies, Class Size, Clinical Experience, Higher Education