Document Type

Article

Publication Date

2026

DOI

10.1111/tct.70474

Publication Title

The Clinical Teacher

Volume

23

Issue

4

Pages

e70474

Abstract

[Introduction] Objective structured clinical examinations (OSCEs) are widely used across health professions education to assess learners' clinical skills through structured encounters with standardised patients [1]. OSCEs also present a known barrier to disability access for medical students with disabilities [2-6], a rapidly growing population. Using trained actors, also known as standardised patients who portray the same clinical scenario for all learners, these examinations allow for assessment of medical knowledge, clinical reasoning, communication skills and elements of the physical examination in a controlled and standardised setting [1]. They may be used for formative feedback, summative assessment or progression decisions, and they frequently function as high-stakes evaluations within medical and health sciences curricula [1].

Rights

© 2026 The Authors.

This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

Data Availability

Article states: "The authors have nothing to report."

Original Publication Citation

Meeks, L. M., Juliao, J., Langham, E., Lewis, A., & Brenner, J. (2026). How to create accessible OSCE exams for learners with disabilities. The Clinical Teacher, 23(4), Article e70474. https://doi.org/10.1111/tct.70474

ORCID

0009-0000-8551-0322 (Langham)

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