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Previous work with the Extended Objective Measure of Ego Identity Status (EOM-EIS) has improved the assessment ability of the instrument. However, the interpersonal items were less consistent in ego identity classification than the ideological items. The interpersonal items were revised and, using a sample of 106 college students, tested to establish reliability and validity. The results from the revised EOM-EIS interpersonal and original ideological items were compared with scores on identity, intimacy, selfacceptance, authoritarian and social desirability scales. Convergent, discriminate, concurrent, and predictive validity and internal consistency (reliability) analyses demonstrate the interpersonal and ideological items can adequately measure identity status during late adolescence.

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This position paper discusses on-going academic remediation challenges within the field of medical education. More specifically, we identify three common contemporary problems and propose four recommendations to strengthen remediation efforts. Selecting or determining what type of remediation is needed for a particular student is akin to analyzing a Gordian knot with individual, institutional and systemic contributors. More emphasis, including multi-institutional projects and research funding is needed. Recommendations regarding language use and marketing of such programs are given.

Objective Structured Clinical Examinations (OSCEs) have been utilized for decades to systematically assess the clinical skills of students in medical schools and nursing programs. To date, few health service psychology programs have integrated this potentially useful training tool into their assessments and instead typically rely on clinical supervisors to rate clinical skills in unstructured and uncontrolled training environments. To address this gap in clinical evaluation, the authors designed and implemented a Clinical Psychology-OSCE (CP-OSCE) for 3rd-year clinical psychology doctoral students. The CP-OSCE was feasible to administer and enabled the identification of strengths and weaknesses among students. Further, the CP-OSCE highlighted the need for additional diversity and risk assessment training within our program. Administration of the OSCE is, in the authors' view, a valuable method for assessing whether students possess the foundational skills needed to advance to a clinical internship, and the requisite skill set for successful completion of the Examination for Professional Practice in Psychology-Part 2. Public Significance StatementHealth service psychology has traditionally relied on field supervisors completing competency evaluation rating forms to assess graduate student performance. Objective Structured Clinical Examinations (OSCEs), widely used in medical school training, provide a systematic, standardized method to evaluate whether graduate students demonstrate the foundational and functional skills to progress in their training. The current study demonstrates that the OSCE may feasibly be adapted and administered to cohorts of psychology graduate students.