Beran et al. (2012) AMPE | USA | Orthopaedic department | 24 orthopaedic residents | PSMI: Musculoskeletal physical examination; Inspection, palpation, joint range of motion, strength testing and any special tests pertinent to the clinical scenario | Four 12-15 items checklists for clinical scenarios (upper extremity, lower extremity, trauma and spine) on dichotomous scales (yes or no). | 10 Minutes | Standardised patients are required (120 minutes training) | Pool of experienced raters | High stakes purpose |
Boulet et al.(2004) OMT | USA | Osteopathic college | 121 osteopathic students (4th year) | PUMI: Osteopathic manipulative treatment of three clinical cases (low back pain, frozen shoulder and asthmatic with cough) | OMT (Osteopathic Manipulative Treatment) assessment tool with 15 items; Every item is scored on a 0 to 2 scale (0 = done incorrectly or not done, 1 = not performed optimally and 2 = done proficiently) | 13 minutes | Standardised patients with 8 hours of formal training | 16 osteopathic physicians (5 hours of formal training) | High stakes examination (OSCE) |
Herbers et al. (2003) PES-C | USA | University Medical Centre | 72 internal medicine residents | PSMI: Pelvic examination | 29 item dichotomous checklist (yes = when the behaviour was observed; no = when the behaviour was not observed); Includes some items about communication skills | Not specified | Gynaecologic teaching trainer required; 1 trainer was being examined and the second trainer rated the student's skills. | Gynaecologic teaching trainer required | Not specified |
Herbers et al. (2003) PES-R | USA | University Medical Centre | 72 internal medicine residents | PUMI: Pelvic examination | Global rating scale evaluating the overall performance of the pelvic examination (five-point ordinal scale between 1 = inadequate and 5 = excellent) | Not specified | Gynaecologic teaching trainer required; 1 trainer was being examined and the second trainer rated the student's skills | Gynaecologic teaching trainer required | Not specified |
Ladyshewsky et al. (2000) PhyES | Australia | Physiotherapy department | 12 undergraduate physiotherapy students 4 physiotherapists (at least 2 years of experience) | PSMI: Musculoskeletal physical examination of a patient with a rotator cuff problem | Physical examination checklist (3-point scale: 0 = not done, 1 = done poorly or incompletely and 2 = done well), number of items not available | Mean 30 minutes (range: 20 - 46 minutes) | Standardised patients are required | Assessors with 30 hours of training | High stakes examination (OSCE) |
Nothnagle et al. (2010) GPSE | USA | Family medicine department | 5 faculty members and 5 students (semi structured interviews); Focus groups: 7 experienced family medicine educators, 5 residents and 5 faculty members | PUMI: Eligible for all procedures in family medicine | Global Procedural Skills Evaluation Form, 4-point scale, amount of assistance is documented ranging from significant guidance is provided to performed independently; communication skills etc. are included; Student's self-assessment is included; Difficulty of the procedures is rated as well | Not specified | Not required | Not specified | Low stakes examination (formative feedback) |
Swift et al. (2013) It was only possible to use data from a small pilot study. The follow up study evaluated a 6 station OSCE. Single values for a specific scale were not available mO-S3 | USA | Physiotherapy department | 12 undergraduate 1st year physiotherapy students | PSMI: Examination skills in musculoskeletal physiotherapy (shoulder tests) | Checklist for a musculoskeletal OSCE station; 6 items checklist (5 dichotomous items and 1 ordinal item) | 6 minutes | Simulation patients with 2 hours of supervised training and 1 week of independent training | Clinical instructors (2 - 20 years of experience) | Low stakes examination (mid-term) |
Yudkowsky et al. (2004) HTTPE | USA | University Medical Centre | 369 medical students (2nd year) | PSMI: Head to toe physical examination | 138 item checklist; three-point scale (0 = incorrect, 1 = correct after prompt, 2 = correct without prompting); Test duration: 2 h; high stakes summative assessment or low stakes formative assessment | 2 hours (45 minutes unprompted exam, remaining 1:45 hours are used for scoring, feedback, and teaching) | Trained patient instructors with 25 hours of training | Trained patient instructors with 25 hours of training | High stakes summative assessment and low stakes formative assessment |