A Core Competency–based Objective Structured Clinical Examination (OSCE) Can Predict Future Resident Performance

Department of Emergency Medicine, Emory University School of Medicine, Atlanta, GA. USA.
Academic Emergency Medicine (Impact Factor: 2.01). 10/2010; 17 Suppl 2(s2):S67-71. DOI: 10.1111/j.1553-2712.2010.00894.x
Source: PubMed


This study evaluated the ability of an objective structured clinical examination (OSCE) administered in the first month of residency to predict future resident performance in the Accreditation Council for Graduate Medical Education (ACGME) core competencies.
Eighteen Postgraduate Year 1 (PGY-1) residents completed a five-station OSCE in the first month of postgraduate training. Performance was graded in each of the ACGME core competencies. At the end of 18 months of training, faculty evaluations of resident performance in the emergency department (ED) were used to calculate a cumulative clinical evaluation score for each core competency. The correlations between OSCE scores and clinical evaluation scores at 18 months were assessed on an overall level and in each core competency.
There was a statistically significant correlation between overall OSCE scores and overall clinical evaluation scores (R = 0.48, p < 0.05) and in the individual competencies of patient care (R = 0.49, p < 0.05), medical knowledge (R = 0.59, p < 0.05), and practice-based learning (R = 0.49, p < 0.05). No correlation was noted in the systems-based practice, interpersonal and communication skills, or professionalism competencies.
An early-residency OSCE has the ability to predict future postgraduate performance on a global level and in specific core competencies. Used appropriately, such information can be a valuable tool for program directors in monitoring residents' progress and providing more tailored guidance.

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Available from: Sheryl Heron, Dec 17, 2014
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    • "A review of the literature on OSCE details that this assessment method originated from medical education, where it was initially developed during the 1970's to replace more subjective assessments such as 'long and short-cases'(Harden et al. 1975). Therefore, it has become embedded within medical training and has been subjected to further work on assessment reliability and validity (see Chesser et al. 2009; Wallenstein et al. 2010). However, for other healthcare disciplines, such as nursing, physiotherapy, midwifery, OSCE is a newer form of assessment for many students. "
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    ABSTRACT: This study explored the healthcare student's experience of an OSCE (Objective Structured Clinical Exam). The OSCE is a form of assessment in which the student demonstrates clinical skills, and underpinning knowledge, usually in simulated conditions. Historically, it has originated from medical education, and is now being adopted by other disciplines of healthcare education. Because the OSCE is a new experience for most students, it is important as educators, that we explore this assessment from the perspective of the student. A literature review revealed a paucity of research in this area. Hermeneutic phenomenology was used as this study's underpinning methodology. Data was collected through semi-structured interviews with students. Analysis revealed three main themes: (1) anxiety about the OSCE, (2) preparation was a seen as a coping strategy and (3) simulation was a further cause of anxiety. Recommendations for future practice: are that students need to be supported appropriately. Preparation of students for an OSCE requires effective planning and simulation needs to be grounded in practice. This study concludes that students valued the OSCE as a worthwhile assessment. However there are major concerns for students, which need careful consideration by academic faculty developing this type of assessment.
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