ADAPTING OBJECTIVE STRUCTURED CLINICAL EXAMINATIONS TO ASSESS SOCIAL WORK STUDENTS' PERFORMANCE AND REFLECTIONS

By M. Bogo, C. Regehr, C. Logie, Ellen Katz, M. Mylopoulos, G. Regehr. 2011

110 citations recorded by the source corpus.

Subfields: General Health Professions, Physiology, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/b242907b4f4893a6614e000ec948d06bc0fc1566

How researchers see this paper

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In General Health Professions

1. M. Bogo
2. J. Drisko
3. C. Regehr

In Public Health, Environmental and Occupational Health

1. M. Bogo
2. C. Regehr

Citations in the corpus

• Toward Understanding Meta-Competence: An Analysis of Students' Reflection on their Simulated Interviews (2013, methodology): “…the authors’ model of holistic competence was used not only to examine students’ procedural competence but also, through a structured reflective dialogue, to elicit students’ thoughts about the links between their performance, cognitive processing, and subjective awareness (Bogo et al., 2011a).”
• Competencies and Their Assessment (2014, background): “Bogo et al. (2011) argued for the use of standardized, multifaceted, clinical examinations in measuring student competencies to allow for real-world relevance and to allow for cross-student comparisons.”
• A Critical Appraisal of the Use of Standardized Client Simulations in Social Work Education (2013, background): “This critical review consists of 17 studies from peer-reviewed journals (Badger & MacNeil, 1998, 2002; Baez, 2005; Bogo et al., 2011; Emlet, 2010; Linsk & Tunney, 1997; Lu et al., 2011; Mellor, Hyer, & Howe, 2002; Miller, 2002, 2004; Mole et al., 2006; Mooradian, 2007, 2008; Petracchi, 1999; Petracc”