Assessment of Clinical Skills With Standardized Patients: State of the Art Revisited

Teaching and Learning in Medicine

Volumn 25, Issue SUPPL.1, 2013, Pages

  Swanson, David B ^a   van der Vleuten, Cees P M ^b  

^a NATIONAL BOARD OF MEDICAL EXAMINERS   (United States)

^b MAASTRICHT UNIVERSITY   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHECKLIST; CLINICAL COMPETENCE; EDUCATION; EDUCATIONAL MODEL; HUMAN; MEDICAL EDUCATION; METHODOLOGY; REPRODUCIBILITY; STANDARD; TEACHING;

CHECKLIST; CLINICAL COMPETENCE; EDUCATION, MEDICAL; EDUCATIONAL MEASUREMENT; HUMANS; MODELS, EDUCATIONAL; PATIENT SIMULATION; REPRODUCIBILITY OF RESULTS; TEACHING;

EID: 84888070769     PISSN: 10401334     EISSN: None     Source Type: Journal    
DOI: 10.1080/10401334.2013.842916     Document Type: Article

References (56)

1. Van der Vleuten CPM, D and Swanson, D. 1990. Assessment of clinical skills with standardized patients: State of the art. Teaching and Learning in Medicine, 2: 58 - 76.
2. Patricio, M F, Juliao, M, Fareleira, F and Carneiro, A V. 2013. Is the OSCE a feasible tool to assess competencies in undergraduate medical education?. Medical Teacher, 35: 503 - 14.
3. Patricio, M F. Is the OSCE a reliable and valid tool to assess clinical competence in undergraduate medical education? Manuscript under review.
4. Brannick, M T, Erol-Korkmaz, H T and Prewett, M. 2011. A systematic review of the reliability of objective structured clinical examination scores. Medical Education, 45: 1181 - 9.
5. Hodges, B D. 2009. Koln, Germany: Lambert Academic. The objective structured clinical examination: A socio-history
6. Wallace, P. 1997. Following the threads of an innovation: The history of standardized patients in medical education. Caduceus-Springfield, 13: 5 - 28.
7. Swanson, D B, Clauser, B E and Case, S M. 1999. Clinical skills assessment with standardized patients in high-stakes tests: A framework for thinking about score precision, equating, and security. Advances in Health Sciences Education, 4: 67 - 106.
8. Bloch, R and Norman, G. 2012. Generalizability theory for the perplexed: A practical introduction and guide: AMEE Guide No. 68. Medical Teacher, 34: 960 - 92.
9. Swanson, D B. 1987. " A measurement framework for performance-based tests ". In Further developments in assessing clinical competence, Edited by: Hart, I and Harden, R. 13 - 45. Montreal: Can-Heal.
10. Van der Vleuten, C PM. 1996. The assessment of professional competence: Developments, research and practical implications. Advances in Health Science Education, 1: 41 - 67.
11. Kane, M. 2006. " Validation. I ". In Educational measurement, 4th ed., Edited by: Brennan, R L. 17 - 64. Westport: ACE/Praeger.
12. Van Luijk, S J and Van der Vleuten, C PM. 1992. " A comparison of checklists and rating scales in performance-based testing ". In Current developments in assessing clinical competence, 357 - 82. Montreal: Can-Heal.
13. Cunnington, J PW, Neville, A J and Norman, G R. 1996. The risk of thoroughness: reliability and validity of global ratings in checklists in an OSCE. Advances in Health Sciences Education, 1: 227 - 33.
14. Regehr, G, MacRae, H, Reznick, R and Szalay, D. 1998. Comparing the psychometric properties of checklists and global rating scales for assessing performance on an OSCE-format examination. Academic Medicine, 73: 993 - 7.
15. Hodges, B, Regehr, G, McNaughton, N, Tiberius, R and Hanson, M. 1999. OSCE checklists do not capture increasing levels of expertise. Academic Medicine, 74: 1129 - 34.
16. Govaerts, M J, van der Vleuten, C P and Schuwirth, L W. 2002. Optimising the reproducibility of a performance-based assessment test in midwifery education. Advances in Health Sciences Education: Theory and Practice, 7: 133 - 45.
17. Hodges, B and McIIlroy, J H. 2003. Analytic global OSCE ratings are sensitive to level of training. Medical Education, 37: 1012 - 6.
18. Hodges, B. 2003. Validity and the OSCE. Medical Teacher, 25: 250 - 4.
19. Van der Vleuten, C P and Schuwirth, L W. 2005. Assessing professional competence: From methods to programmes. Medical Education, 39: 309 - 17.
20. Van der Vleuten, C P, Schuwirth, L W, Scheele, F, Driessen, E W and Hodges, B. 2010. The assessment of professional competence: Building blocks for theory development. Best Practice & Research Clinical Obstetrics & Gynaecology, 24: 703 - 19.
21. Van der Vleuten, C P, Norman, G R and De Graaff, E. 1991. Pitfalls in the pursuit of objectivity: Issues of reliability. Medical Education, 25: 110 - 8.
22. Norcini, J and Burch, V. 2007. Workplace-based assessment as an educational tool: AMEE Guide No. 31. Medical Teacher, 29: 855 - 71.
23. Boursicot, K, Etheridge, L, Setna, Z, Sturrock, A, Ker, J Smee, S. 2011. Performance in assessment: Consensus statement and recommendations from the Ottawa conference. Medical Teacher, 33: 370 - 83.
24. Gormley, G. 2011. Summative OSCEs in undergraduate medical education. Ulster Medical Journal, 80: 127 - 32.
25. Zanetti, M, Keller, L, Mazor, K, Carlin, M, Alper, E Hatem, D. 2010. Using standardized patients to assess professionalism: A generalizability study. Teaching and Learning in Medicine, 22: 274 - 9.
26. Heine, N, Garman, K, Wallace, P, Bartos, R and Richards, A. 2003. An analysis of standardised patient checklist errors and their effect on student scores. Medical Education, 37: 99 - 104.
27. Han, J J, Kreiter, C D, Park, H and Ferguson, K J. 2006. An experimental comparison of rater performance on an SP-based clinical skills exam. Teaching and Learning in Medicine, 18: 304 - 9.
28. McLaughlin, K, Gregor, L, Jones, A and Coderre, S. 2006. Can standardized patients replace physicians as OSCE examiners?. BMC Medical Education, 6: 12
29. Park, J, Ko, J, Kim, S and Yoo, H. 2009. Faculty observer and standardized patient accuracy in recording examinees' behaviors using checklists in the clinical performance examination. Korean Journal of Medical Education, 21: 287 - 97.
30. Moineau, G, Power, B, Pion, A MJ, Wood, T J and Humphrey-Murto, S. 2011. Comparison of student examiner to faculty examiner scoring and feedback in an OSCE. Medical Education, 45: 183 - 91.
31. Chenot, J F, Simmenroth-Nayda, A, Koch, A, Fischer, T, Scherer, M Emmert, B. 2007. Can student tutors act as examiners in an objective structured clinical examination?. Medical Education, 41: 1032 - 8.
32. Kretzschmar, R M. 1978. Evolution of the Gynecology Teaching Associate: An education specialist. American Journal of Obstetrics and Gynecology, 131: 367
33. Stillman, P, Ruggill, J, Rutala, P and Sabers, D. 1980. Patient instructors as teachers and evaluators. Journal of Medical Education, 55
34. Cleland, J A, Abe, K and Rethans, J-J. 2009. The use of simulated patients in medical education: AMEE Guide No 42 1. Medical Teacher, 31: 477 - 86.
35. Bokken, L, Rethans, J J, Scherpbier, A J and van der Vleuten, C P. 2008. Strengths and weaknesses of simulated and real patients in the teaching of skills to medical students: A review. Simulation in Healthcare, 3: 161 - 9.
36. Bokken, L, Linssen, T, Scherpbier, A, van der Vleuten, C and Rethans, J J. 2009. Feedback by simulated patients in undergraduate medical education: a systematic review of the literature. Medical Education, 43: 202 - 10.
37. Regehr, G, Freeman, R, Robb, A, Missiha, N and Heisey, R. 1999. OSCE performance evaluations made by standardized patients: Comparing checklist and global rating scores. Academic Medicine, 74 (10 SUPPL.): S135 - 7.
38. Wiliam, D. 2000. Education: The meanings and consequences of educational assessments. Critical Quarterly, 42: 105 - 27.
39. Boud, D and Falchikov, N. 2006. Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31: 399 - 413.
40. Boud, D and Falchikov, N. 2007. Rethinking assessment in higher education: Learning for the longer term., New York: Routledge.
41. Klenowski, V. 2011. Assessment for learning in the accountability era: Queensland, Australia. Studies in Educational Evaluation, 37: 78 - 83.
42. Cilliers, F J, Schuwirth, L W, Herman, N, Adendorff, H J and van der Vleuten, C P. 2012. A model of the pre-assessment learning effects of summative assessment in medical education. Advances in Health Sciences Education: Theory and Practice, 17: 39 - 53.
43. Wiliam, D. 2011. What is assessment for learning?. Studies in Educational Evaluation, 37: 3 - 14.
44. Dijkstra, J, Galbraith, R, Hodges, B D, McAvoy, P A, McCrorie, P Southgate, L J. 2012. Expert validation of fit-for-purpose guidelines for designing programmes of assessment. BMC Medical Education, 12: 20
45. van der Vleuten, C P, Schuwirth, L W, Driessen, E W, Dijkstra, J, Tigelaar, D Baartman, L K. 2012. A model for programmatic assessment fit for purpose. Medical Teacher, 34: 205 - 14.
46. Dochy, F, Segers, M, Gijbels, D and Struyven, K. 2007. " Assessment engineering: Breaking down barriers between teaching and learning, and assessment ". Edited by: Boud, D and Falchikov, N. 87 - 100. Oxford: Routledge. Rethinking assessment in higher education: Learning for the longer term
47. Karpicke, J D and Roediger, H L 3rd. 2008. The critical importance of retrieval for learning. Science, 319: 966 - 8.
48. Kromann, C B, Jensen, M L and Ringsted, C. 2009. The effect of testing on skills learning. Medical Education, 43: 21 - 7.
49. Newble, D I and Jaeger, K. 1983. The effect of assessments and examinations on the learning of medical students. Medical Education, 17: 165 - 71.
50. Van Luijk, S J, Van der Vleuten, CPMvd and Van Schelven, R M. 1990. " Observer and student opinions about skills tests ". In Teaching and assessing clinical competence, Edited by: Bender, W, Hiemstra, R J, Scherpbier, AJJA and Zwierstra, R P. 497 - 502. Groningen: Boekwerk.
51. Hattie, J and Timperley, H. 2007. The power of feedback. Review of Educational Research, 77: 81 - 112.
52. Harrison, C J, Konings, K D, Molyneux, A, Schuwirth, L W, Wass, V and van der Vleuten, C P. 2013. Web-based feedback after summative assessment: How do students engage?. Medical Education, 47: 734 - 44.
53. Nicol, D. 2010. From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35: 501 - 17.
54. Archer, J C. 2010. State of the science in health professional education: Effective feedback. Medical Education, 44: 101 - 8.
55. ten, Cate O and Scheele, F. 2007. Competency-based postgraduate training: Can we bridge the gap between theory and clinical practice?. Academic Medicine, 82: 542 - 7.
56. Schuwirth, L W and Van der Vleuten, C P. 2011. Programmatic assessment: From assessment of learning to assessment for learning. Medical Teacher, 33: 478 - 85.