The long case versus objective structured clinical examinations: The long case is a bit better, if time is equal

British Medical Journal

Volumn 324, Issue 7340, 2002, Pages 748-749

  Norman, Geoff ^a  

^a MCMASTER UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

CLINICAL EXAMINATION; EDITORIAL; MEDICAL EDUCATION; PERFORMANCE; PRIORITY JOURNAL;

CLINICAL COMPETENCE; EDUCATION, MEDICAL, UNDERGRADUATE; EDUCATIONAL MEASUREMENT;

EID: 0037196931     PISSN: 09598146     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Editorial

References (10)

1. Standardized or real patients to test clinical competence? The long case revisited
2. Knowledge and clinical problem-solving ability
3. The validity of long cases
4. OSCE performance evaluations made by standardized patients: Comparing checklist and global rating scores
5. Composite undergraduate clinical examinations: How should the components be combined to maximize reliability?
6. The real test bias: Influences of testing on teaching and learning
7. Performance based assessment: Lessons from the health professions
8. Are cognitive skills context-bound?
9. Editorial: Best evidence medical education