Awarding global grades in OSCEs: Evaluation of a novel eLearning resource for OSCE examiners

Gormley, Gerard; Johnston, Jennifer; Thomson, Clare; McGlade, Kieran

doi:10.3109/0142159x.2012.682745

Cited by 10 publications

(11 citation statements)

References 5 publications

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“…The variance among students performance was 4.628in VOSPE since it was marked in the leisure time after the practical exam, which overcomes the existing issues of examiner fatigue leading would be ignored and missed student performance as reported in OSCE the previous study [13]. This most commonly happens in the practical and clinical examinations, the marker don't have a chance to track the performance, which can get solved in the VOSPE.…”

Section: Discussionmentioning

confidence: 87%

Videotaped OSPE: Is This a Right Procedure to Assess Health Science Students’ Performance? — A Pilot Study

Kumar¹

2016

IJIET

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Abstract-The performance based student assessment during OSPE, challenge the examiners accurately capturing students' practical skills. In order to solve this problem, this study introduces a new Innovative procedure of videotaped objective structured practical examination (VOSPE) in the area of health care education to support the existing objective structured practical exam (OSPE). The purpose of this study is to introduce the videotaped OSPE among fifth semester physiotherapy students to assess their stress level and performance irregular objective structured practical exam (ROSPE). Statistical analysis by one way ANOVA reported that there is no significant difference (P=0.578 and P=0.095) in the students' performance between the three stations. The student's survey feedback favors VOSPE for practical exam, which could be new method in the health science curriculum, support to increase OSPE station numbers, compensate personnel and to reduce examiner fatigue.

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Section: Discussionmentioning

confidence: 87%

Videotaped OSPE: Is This a Right Procedure to Assess Health Science Students’ Performance? — A Pilot Study

Kumar¹

2016

IJIET

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“…Our results showed that the use of videos as part of an e‐learning training package is a good way to calibrate staff on the use of rating scales as there was consistency in the selection of the right option for each rating scale used in these videos. Previous studies have also concluded that training programs using videos are necessary and effective in maintaining the integrity of high‐stake assessments such as OSCEs, and videos have also been proven to be effective in the use of global rating scales . Holmboe et al also concluded that this type of training with direct observation produces changes in faculty evaluation behaviours and that this lasts for at least 8 months.…”

Section: Discussionmentioning

confidence: 99%

“…When it comes to training examiners, there are multiple difficulties encountered when trying to release them from their clinical commitments and maybe e‐learning tools might be a more realistic approach. E‐learning can be effective and learner‐centric, allowing users to decide when and where to learn …”

Section: Introductionmentioning

confidence: 99%

Evaluation of a new e‐learning resource for calibrating OSCE examiners on the use of rating scales

Moreno-Lopez

Sinclair

2020

Eur J Dental Education

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Introduction: Rating scales have been described as better at assessing behaviours such as professionalism during Objective Structured Clinical Examinations (OSCEs).However, there is an increased need to train and calibrate staff on their use prior to student assessment. Material and methods:An online e-learning package was developed and made available to all examiners at the Institute of Dentistry at the University of Aberdeen. The package included videos of three OSCE stations (medical emergency, rubber dam placement and handling a complaint) which were recorded in two different scenarios; (excellent and unsatisfactory candidate). These videos were recorded to meet a pre-defined marking score. The examiners were required to mark the six videos using pre-set marking criteria (checklist and rating scales). The rating scales included professionalism, general clinical ability and/or communication skills. For each video, examiners were given four possible options (unsatisfactory, borderline, satisfactory or excellent), and they were provided with a description for each domain. They were also required to complete a questionnaire to gather their views on the use of this elearning environment.Results: Fifteen examiners completed the task. The total scores given were very similar to the expected scores for the medical emergency and complaint stations; however, this was not the case for the rubber dam station (P-value .017 and .036).This could be attributed to some aspects of the placement of the rubber dam being unclear as commented on in the examiners questionnaires. There was consistency in the selection of marks on the rating scales (inter-examiner correlation ranged between 0.916 and 0.979). Conclusion:Further studies are required on the field of e-learning training to calibrate examiners for practical assessment; however, this study provides preliminary evidence to support the use of videos as part of an online training package to calibrate OSCE examiners on the use of rating scales. K E Y W O R D S examiner training, objective structured clinical examination, rating scales | 277 MORENO-LÓPEZ aNd SINCLaIR

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“…There is no doubt that peers have to be trained for their task [14]. A good method to prepare the examiners is to use videos [15]. Burgess et al showed that peer examiners also learn from their assignment which is a good side effect [14].…”

Section: Discussionmentioning

confidence: 99%

Peer-assisted teaching student tutors as examiners in an orthopedic surgery OSCE station – pros and cons

Melcher

Zajonz

Röth

et al. 2016

GMS Interdisciplinary Plastic and Reconstructive Surgery DGPW; 5:Doc17

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Awarding global grades in OSCEs: Evaluation of a novel eLearning resource for OSCE examiners

Abstract: This is a useful and effective online training package. As an adjunct to traditional training it offers a practical solution to the problem of availability of examiners.

Cited by 10 publications

References 5 publications

Videotaped OSPE: Is This a Right Procedure to Assess Health Science Students’ Performance? — A Pilot Study

Videotaped OSPE: Is This a Right Procedure to Assess Health Science Students’ Performance? — A Pilot Study

Evaluation of a new e‐learning resource for calibrating OSCE examiners on the use of rating scales

Peer-assisted teaching student tutors as examiners in an orthopedic surgery OSCE station – pros and cons

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