4.5 Article

Towards accountability-centred practices: governance in OSCEs subordinating patient and practitioner clinical experience

Related references

Note: Only part of the references are listed.
Article Education & Educational Research

The hidden labours of designing the Objective Structured Clinical Examination: a Practice Theory study

Margaret Bearman et al.

Summary: OSCEs have become a common form of assessment in medical education, but they require significant resources and vary locally. The design and administration of OSCEs are dynamic, social, and situated activities informed by Practice Theory. There is a tension between general expectations like reliability and validity and the improvisational practices associated with design and administration, highlighting the need for coordination over standardization to improve feasibility and sustainability.

ADVANCES IN HEALTH SCIENCES EDUCATION (2021)

Article Education & Educational Research

Protocols as curriculum? Learning health advocacy skills by working with transgender patients in the context of gender-affirming medicine

Kinnon R. MacKinnon et al.

ADVANCES IN HEALTH SCIENCES EDUCATION (2020)

Editorial Material Education, Scientific Disciplines

Into the uncanny valley: Simulation versus simulacrum?

Jennifer Laura Johnston et al.

MEDICAL EDUCATION (2020)

Article Education, Scientific Disciplines

Why institutional ethnography? Why now? Institutional ethnography in health professions education

Grainne P. Kearney et al.

PERSPECTIVES ON MEDICAL EDUCATION (2019)

Article Education, Scientific Disciplines

2018 Consensus framework for good assessment

John Norcini et al.

MEDICAL TEACHER (2018)

Article Education, Scientific Disciplines

The show must go on? Patients, props and pedagogy in the theatre of the OSCE

Gerard J. Gormley et al.

MEDICAL EDUCATION (2016)

Article Education, Scientific Disciplines

Assessment in the post-psychometric era: Learning to love the subjective and collective

Brian Hodges

MEDICAL TEACHER (2013)