Does studying for an objective structured clinical examination make a difference?

Medical Education

Volumn 34, Issue 10, 2000, Pages 808-812

  Mavis, B E ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

Behaviour; Educational measurement, education, medical, undergraduate, learning

Indexed keywords

ACADEMIC ACHIEVEMENT; ADULT; APTITUDE TEST; ARTICLE; BEHAVIOR; CLINICAL EXAMINATION; COMPETENCE; CONTROLLED STUDY; FEMALE; HUMAN; HUMAN EXPERIMENT; LEARNING TEST; MALE; MEDICAL EDUCATION; MEDICAL STUDENT; NORMAL HUMAN; PREDICTION; SELF REPORT; TASK PERFORMANCE;

ADULT; EDUCATION, MEDICAL, UNDERGRADUATE; EDUCATIONAL MEASUREMENT; EDUCATIONAL STATUS; FEMALE; HUMAN; LEARNING; MALE; STUDENTS, MEDICAL;

EID: 0033808482     PISSN: 03080110     EISSN: None     Source Type: Journal    
DOI: 10.1046/j.1365-2923.2000.00687.x     Document Type: Article

References (12)

1. Conference summary
2. The assessment of professional competence
3. Assessing clinical competence at the undergraduate level
4. Performance-based assessment: Lessons from the health professions
5. An assessment of clinical skills with standardized patients: State of the art
6. The passing score in the objective structured clinical examination
7. Clinical performance assessment using standardized patients: A primer
8. The role of faculty observation in assessing students' clinical skills
9. Use of standardized patients in clinical assessments: Recent developments and measurement findings
10. Surveying students' attitudes during the OSCE
11. The use of survival analysis to determine risk and timing of academic difficulty among medical students
12. Relationships between students' clinical experiences in introductory clinical courses and their performances on an objective structured clinical examination (OSCE)