Our Research

This paper explores how the NHS Video Interviewing and Digital Scoring (VIDS) system for Multiple Mini Interviews can be optimised to improve efficiency, consistency, and technical support in the recruitment process.

This paper analyses written feedback from medical students’ OSCEs over five years to assess its specificity and usefulness, highlighting the prevalence of generic comments and the potential benefits of adopting structured feedback forms.

This paper evaluates the NHS pilot of the Video Interviewing and Digital Scoring System (VIDS) for Multiple Mini Interviews (MMIs), focusing on its rollout, user satisfaction, technical challenges, and resource requirements during early implementation.

This paper systematically reviews determinants of high-quality written feedback in medical OSCEs, identifying specificity, balance, constructiveness, gap description, and behavioural detail as key features for effective learner improvement.

This paper investigates how examiner personality traits may influence scoring in clinical assessments, particularly when examiners work in pairs, and explores implications for reliability in medical evaluations.

This paper presents a pilot study on measuring and characterising situation awareness in medical OSCE guides, using a self-developed assessment tool to explore its role in medical education and patient safety.

This paper reviews existing literature to determine whether Objective Structured Clinical Examinations (OSCEs) can be used to assess elements of situational awareness in undergraduate medical training.

This paper examines the use of the MAAS-Global as a standardised tool to reliably compare communication skills assessment across different OSCE stations in undergraduate medical education.

This paper outlines a study evaluating the impact of an e-learning intervention on medical students’ and GP trainees’ understanding and application of a biopsychosocial model of pain in clinical decision-making.

This paper examines the calibration of OSCE communication skills checklist items against the MAAS-Global standard to improve the validity and reliability of assessing medical students’ communication behaviours.

This paper examines the use of an electronic OSCE management system in nursing education, evaluating its benefits for assessment efficiency, data management, feedback delivery, and assessor satisfaction.

This paper reviews studies on OSCE communication skills checklists, assessing their reliability and validity, and highlights the need for a standardised tool to enable consistent assessment across institutions.

This paper investigates the feasibility of implementing the Multiple Mini Interview (MMI) as a selection tool for medical school applicants in Ireland, assessing its reliability, stakeholder satisfaction, and practical implementation.

This paper describes the development of an OSCE Management Information System (OMIS) to streamline assessment, enhance data analysis, and improve quality assurance in medical education.