1. Morton DA, Colbert Getz JM. Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom's taxonomy. Anatomical sciences education. 2017;10(2):170-5

2. Tune JD, Sturek M, Basile DP. Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advances in physiology education. 2013;37(4):316-20

3. Vavasseur A, Muscari F, Meyrignac O, Nodot M, Dedouit F, Revel-Mouroz P, et al. Blended learning of radiology improves medical students’ performance, satisfaction, and engagement. Insights into Imaging. 2020;11:1-12

4. Holmboe ES, Sherbino J, Long DM, Swing SR, Frank JR, Collaborators IC. The role of assessment in competency-based medical education. Medical teacher. 2010;32(8):676-82

5. Shrader S, Farland MZ, Danielson J, Sicat B, Umland EM. A systematic review of assessment tools measuring interprofessional education outcomes relevant to pharmacy education. American Journal of Pharmaceutical Education. 2017;81(6)

6. Sohrabi Z, Salehi K, Rezaie H, Haghani F. The Implementation of Direct Observation of Procedural Skills (DOPS) in Iran’s Universities of Medical Sciences: A Systematic Review. Iranian Journal of Medical Education. 2016 Apr 15; 16:407-17

7. Valenstein PN, Sirota RL. Identification errors in pathology and laboratory medicine. Clinics in laboratory medicine. 2004 Dec;24(4):979-6

8. Bari V. Direct Observation of Procedural Skills in Radiology. American journal of Roentgenologhy. 2010; 195(1): 14-18

9. Elshama SS. How to Use and Apply Assessment Tools in Medical Education? Iberoamerican Journal of Medicine. 2020;2(4):351-9

10. Harden, R.M., et al., Assessment of clinical competence using objective structured examination. Br Med J, 1975. 1(5955): p. 447-51

11. Memon S. Comparison of performance on written and OSCE assessment during end semester pediatric examination. Pakistan Journal of Medical Sciences. 2020;36(4):711

12. https://education.tums.ac.ir/uploads/161/2020/Jul/05/%D8%A8%D8%B3%D8%AA%D9%87%20%D8%AA%D8%AD%D9%88%D9%84%20%D9%88%20%D9%86%D9%88%D8%A2%D9%88%D8%B1%DB%8C.pdf

13. X. Wang, B. Seed M.T. Dorak (Ed.), Real-time PCR (Advanced Methods), Taylor & Francis Ltd, Oxford (2006), pp. 93-106

14. Prince KJ, van Mameren H, Hylkema N, Drukker J, Scherpbier AJ, van der Vleuten CP. Doe problembased learning lead to deficiencies in basic science knowledge? An empirical case on anatomy. Med Educ. 200; 37(1): 15-21

15. Manavifar L, Jamali J. Advantages and Disadvantages of Blended Teaching Method of Online and Face to Face for Practical Course of Hematology the Viewpoints of Laboratory Sciences Students in Mashhad University of Medical Sciences in 2011. Iranian Journal of Medical Education. 2012 Nov 15;12(8):619-28

16. Dantas AM, Kemm RE. A blended approach to active learning in a physiology laboratory-based subject facilitated by an e-learning component. Adv physiol Educ. 2008; 32(1): 65-75

17. Belfi LM, Bartolotta RJ, Giambrone AE, Davi C, Min RJ. “Flipping” the introductory clerkship in radiology: impact on medical student performance and perceptions. Academic radiology. 2015 Jun 1;22(6):794-801

18. Morton DA, Colbert Getz JM. Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom's taxonomy. Anatomical sciences education. 2017;10(2):170-5

19. Tune JD, Sturek M, Basile DP. Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advances in physiology education. 2013;37(4):316-20

20. Vavasseur A, Muscari F, Meyrignac O, Nodot M, Dedouit F, Revel-Mouroz P, et al. Blended learning of radiology improves medical students’ performance, satisfaction, and engagement. Insights into Imaging. 2020;11:1-12

21. Aronson L, Niehaus B, Hill-Sakurai L, Lai C & O'Sullivan PS. A comparison of two methods of teaching reflective ability in Year 3 medical students. Medical Education 2012; 46(8):807-14

22. Amini NS. Bushehr University of Medical Sciences faculty evaluation process by faculty academic members, Tehran: Tehran University of Medical Sciences; Proceedings of the Fourth National Conference on Medical Education, 2000

23. Darling Hammond L, Amrein Beardsley A, Haertel E, Rothstein J & Kappan PD. Evaluating Teacher Evaluation. Education Week 2012; 93(6): 8-15

24. Saif AA. Education psychology(psychology of learning and instruction). 3rd ed. Tehran: Agah; 2000: 123-4

25. Saiff AA. Educational module, comparison and Evaluation. 17th ed. Tehran: Doran; 2005: 10-8.

26. Farzianpour F. Evaluation in medical education, Tehran: Tehran University of Medical Sciences; Proceedings of the Fourth National Conference on Medical Education, 2000

27. Evaluation Methods Of Theoretical And Practical() Courses Of Paramedical Faculty Laboratory Sciences Undergraduate Students At Tehran University Of Medical Sciences In The Academic Year 2009-2010

28. Qujeq D. A simple method for instructing protein structure for medical students: a case review. Journal of Medical Education 2002;2(1):49-52

29. Rajkumar KR, Prakash KG, Saniya K, Sailesh KS, Vegi P. OSPE in anatomy, physiology and biochemistry practical examinations: Perception of MBBS students. Indian J Clin Anat Physiol. 2016 Nov 15;3(4):482-4

30. Hosseini S, Hosseini F, Vartanoosian J, Farzinfard F. Validity & reliability of OSCE/OSPE in assessing biochemistry laboratory skills of freshman nursing students of Shahid Beheshti University of Medical Sciences. InICERI2013 Proceedings 2013 (pp. 6062-6069). IATED

31. Rahman N, Ferdousi S, Hoq N, Amin R, Kabir J. Evaluation of objective structured practical examination and traditional practical examination. Mymensingh medical journal: MMJ. 2007 Jan 1;16(1):7-11

32. Nayar U, Malik SL, Bijlani RL. Objective structured practical examination: a new concept in assessment of laboratory exercises in preclinical sciences. Medical education. 1986 May;20(3):204-9

33. Abraham RR, Raghavendra R, Surekha K, Asha K. A trial of the objective structured practical examination in physiology at Melaka Manipal Medical College, India. Advances in physiology education. 2009 Mar;33(1):21-3

34. Mard SA, Ghafouri S. Objective structured practical examination in experimental physiology increased satisfaction of medical students. Advances in Medical Education and Practice. 2020;11:651

35. Feroze M, Jacob AJ. OSPE in pathology. Indian journal of pathology & microbiology. 2002 Jan 1;45(1):53-7

36. Nagose VB, Todase VN, Mahajan NA, Gondane SR. Formative assessment in pathology by means of Objective Structured Practical Examination (OSPE) in MBBS II students

37. Belovarac BJ, Zabar SR, Warfield D, Bannan MA, Rapkiewicz AV. The OSPE: Objective Structured Pathology Examination. American Journal of Clinical Pathology. 2021 Mar;155(3):324-32

38. Munjal K, Bandi PK, Varma A, Nandedkar S. Assessment of medical students by OSPE method in pathology. Internet Journal of Medical Update-EJOURNAL. 2012;7(1)

39. Prasad HK, Prasad HK, Sajitha K, Bhat S, Shetty KJ. Comparison of Objective Structured Practical Examination (OSPE) Versus Conventional Pathology Practical Examination Methods Among the Second-Year Medical Students—a Cross-sectional Study. Medical Science Educator. 2020 Sep;30(3):1131-5

40. Kumar GP, Nath D, Menezes RG, Kanchan T. Student's perspectives on objective structured practical examination (OSPE) in Forensic Medicine–A report from India. Journal of forensic and legal medicine. 2015 May 1;32:39-41

41. Menezes RG, Nayak VC, Binu VS, Kanchan T, Rao PJ, Baral P, Lobo SW. Objective structured practical examination (OSPE) in Forensic Medicine: students’ point of view. Journal of forensic and legal medicine. 2011 Nov 1;18(8):347-9

42. Vishwakarma K, Sharma M, Matreja PS, Giri VP. Introducing objective structured practical examination as a method of learning and evaluation for undergraduate pharmacology. Indian journal of pharmacology. 2016 Oct;48(Suppl 1):S47

43. Radhika G, Dara AK, Varalaxmi KP, Bhavani C. Perceptions of the introduction of objective structured practical examination (OSPE)/objective structured clinical examination (OSCE): A pilot study carried out in Government Medical College, Ananthapuramu, Andhra Pradesh, India. Journal of Dr. NTR University of Health Sciences. 2015 Jul 1;4(3):145

44. Dutta AK, Goswami K, Murugaiyan S, Sahoo S, Pal A, Paul C, Thallapaneni S, Biswas S. The transition from objectively structured practical examination (OSPE) to electronic OSPE in the era of COVID‐19. Biochemistry and Molecular Biology Education. 2020 Sep;48(5):488-9