Objective Structured Clinical Examination: a valid and reliable assessor of clinical competency

International Journal of Students' Research 01/2011; 1:72-75. DOI: 10.5549/IJSR.1.3.72-75
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Available from: Abu U Siddiqui, Sep 29, 2015
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    ABSTRACT: The purpose of this study was to examine the relationship among dental students' performance on the National Board Dental Examination (NBDE Parts I and II), comprehensive written multiple-choice question examinations (MCQ examinations), and objective structured clinical examinations (OSCEs) administered at the Harvard School of Dental Medicine (HSDM). Outcomes were measured during the third and fourth years at HSDM for the classes of 2006 and 2007. Three separate OSCE exams and two comprehensive MCQ examinations are administered during years 3 and 4 at HSDM per class. The study group was made up of sixty-two students (thirty-two females and thirty males). The average NBDE Parts I and II scores of the study population were 93.32 +/-4.02 and 84.63 +/-4.25, respectively, and were associated with outcomes on all three OSCE examinations (p<or=0.044). However, using multiple regression models, the only statistically significant association occurred between NBDE Part II and OSCE 2 (p=0.003). Analysis showed that didactic predictors (NBDE Parts I and II and comprehensive MCQ examinations) explained 20.4 to 22.1 percent of the variability in OSCE scores. These results suggest that performance on OSCE examinations is not highly correlated with performance on NBDE Parts I and II and HSDM-administered MCQ examinations. The findings suggest that OSCE examinations are more likely to measure other qualities such as problem-solving ability, critical thinking, and communication skills.
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    ABSTRACT: Two hundred and twenty nine final year medical students were assessed in paediatrics using an objective structured clinical examination (OSCE) and a traditional viva voce examination, and the results were compared with other assessments of the students made during and at the end of the undergraduate course. Results of the OSCE correlated positively with other forms of assessment and more strongly than the viva voce examination. There was little correlation between the OSCE and viva results. Eighty per cent of students felt the OSCE to be a fairer system than other examinations and all external examiners commented favourably on it. An OSCE is an acceptable alternative to traditional means of examination in paediatrics and may be superior in certain aspects.
    Archives of Disease in Childhood 01/1985; 59(12):1173-6. DOI:10.1136/adc.59.12.1173 · 2.90 Impact Factor
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    ABSTRACT: Objective structured clinical examination (OSCE) is a key part of medical student assessment. Currently, assessment is performed by medical examiners in situ. Our objective was to determine whether assessment by videotaped OSCE is as reliable as live OSCE assessment. Participants were 95 undergraduate medical students attending their musculoskeletal week at Freeman Hospital, Newcastle (UK). Student performance on OSCE stations for shoulder or knee examinations was assessed by experienced rheumatologists. The stations were also videotaped and scored by a rheumatologist independently. The examinations consisted of a 14-item checklist and a global rating scale (GRS). Mean values for the shoulder OSCE checklist were 17.9 by live assessment and 17.4 by video (n = 50), and 20.9 and 20.0 for live and video knee assessment, respectively (n = 45). Intraclass correlation coefficients for shoulder and knee checklists were 0.55 and 0.58, respectively, indicating moderate reliability between live and video scores for the OSCE checklists. GRS scores were less reliable than checklist scores. There was 84% agreement in the classification of examination grades between live and video checklist scores for the shoulder and 87% agreement for the knee (kappa = 0.43 and 0.51, respectively; P < 0.001). Video OSCE has the potential to be reliable and offers some advantages over live OSCE including more efficient use of examiners' time, increased fairness, and better monitoring of standards across various schools/sites. However, further work is needed to support our findings and to implement and evaluate the quality assurance issues identified in this work before justifiable recommendations can be made.
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