Impact of tablet-scoring and immediate score sheet review on validity and educational impact in an internal medicine residency Objective Structured Clinical Exam (OSCE)

Daniels, Vijay; Strand, A; Lai, Hollis; Barber, Paul

doi:10.1080/0142159x.2019.1615609

Cited by 11 publications

(10 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…We are only aware of two previous studies that have shown a change in behaviour from feedback related to an OSCE. 13,15 What is common in these studies and ours is that the learner was involved in determining the feedback that was important to them. This is described as the essential characteristic of "meaning-making" by Garino 31 in her study exploring successful use of feedback.…”

Section: Discussionmentioning

confidence: 98%

“…A study by Bernard et al 14 found that in a formative OSCE, students variably used feedback in the form of score sheet review, but those who did use them for their first year OSCE, went on to score better in their second year OSCE. A recent study by Daniels et al 15 was conducted using postgraduate trainees in an Internal Medicine residency program who participated in various eOSCE examinations. Following the eOSCE, the trainees were able to view examiner comments and their score sheets (checklists and rating scales) and then were asked to write a learning plan after viewing their score sheets and feedback comments.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Effect of Detailed OSCE Score Reporting on Learning and Anxiety in Medical School

Daniels

Ortiz

Sandhu

et al. 2021

Journal of Medical Education and Curricular Development

Self Cite

View full text Add to dashboard Cite

Introduction There is growing literature on increasing feedback from Objective Structured Clinical Examinations (OSCEs) and one approach is a score report. The purpose of this study was to implement and evaluate a score report for a second and fourth-year medical school OSCE. Methods We developed an electronic OSCE score report that displayed comments and performance by domain within and across stations (checklist items and rating scales were tagged to each domain). Our initial pilot released the score report after pass/fail decisions but subsequent iterations released the score report the same day as the exam. Our evaluation approach included both student surveys and focus groups. Results Students felt the OSCE score report was accurate, identified strengths and weaknesses, and would likely cause them to take future action, with second-year students more likely to act on the report than fourth year students. The thematic analysis revealed barriers and enablers to utilizing feedback as well as the power of the score report to reduce anxiety. Conclusions Our OSCE score report was simple to develop and implement the same day as an OSCE with an overall positive response from students with respect to accuracy and ability to use the information for future learning.

show abstract

Section: Discussionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Effect of Detailed OSCE Score Reporting on Learning and Anxiety in Medical School

Daniels

Ortiz

Sandhu

et al. 2021

Journal of Medical Education and Curricular Development

Self Cite

View full text Add to dashboard Cite

show abstract

“…10 Recientemente, Daniels y colaboradores lograron una reducción de formularios incompletos o sin comentar con iPads y mayor cantidad de palabras en los comentarios a comparación del método en papel en un ECOE dirigido a residentes de medicina interna. 11 Además, al reducirse el tiempo de entrega de resultados y permitir a los estudiantes escribir un plan de aprendizaje en un siguiente ECOE promovió en ellos cambios conductuales.…”

Section: Discussionunclassified

Uso de evaluación electrónica en exámenes clínico objetivo estructurado

Huerta-Mercado¹,

Orellano²

2020

Revista Latinoamericana De Simulación Clínica

View full text Add to dashboard Cite

show abstract

“…Por um lado, os métodos tradicionais de avaliação, objetivos e com graduação de nota se mostram insuficientes para avaliar requisitos como habilidades clínicas, conhecimento, atitudes, comunicação e profissionalismo; por outro, provas práticas estão sujeitas à subjetividade do examinador. O OSCE aparenta ser instrumento promissor, uma vez que avalia objetivamente e de forma padronizada as questões subjetivas, do atendimento clínico 7,10,17,41,42 .…”

Section: Discrepância Entre O Comunicar E O Fazerunclassified

Competências clínicas do aluno de medicina em urgência e emergência: análise evolutiva através do OSCE

Roderjan

Gomel

Tanaka

et al. 2021

Rev. bras. educ. med.

View full text Add to dashboard Cite

Resumo: Introdução: Um dos maiores desafios em avaliar a formação médica é mensurar habilidades práticas, transpondo os limites do conhecimento teórico. O OSCE é uma alternativa de avaliação ativa e padronizada das competências clínicas. Apesar da sua crescente implementação, ainda são escassos os estudos longitudinais que subsidiem seu potencial avaliativo. Objetivo: Analisar a curva de aprendizagem dos estudantes de medicina com base na avaliação evolutiva de seus desempenhos nos OSCE de Urgência e Emergência. Método: Estudo retrospectivo a partir da análise de checklists avaliativos de três OSCE consecutivos, aplicados ao longo de 2019 a alunos do sexto ano de medicina da Universidade Positivo, na disciplina de Urgência e Emergência. Resultado: Foram analisados 270 checklists, aplicados a 90 alunos. Desse grupo, 51 (56,7 pontos percentuais) eram do gênero feminino e 69 (76,7 pontos percentuais) tinham entre 23 e 26 anos. Entre o primeiro e terceiro OSCE, 67 alunos (74,4 pontos percentuais) obtiveram um acréscimo significativo na nota final, cuja mediana foi elevada em 1,5 ponto. A partir da análise da evolução por componentes - conduta, reconhecimento, interação e seguimento - observou-se aumento no percentual de acertos em conduta (15,5 pontos percentuais), manutenção em reconhecimento, decréscimo tanto em interação (19,4 pontos percentuais) quanto em seguimento (16,1 pontos percentuais). Conclusão: O estudo aponta uma curva crescente das notas nos exames OSCE, sugerindo um aumento no aprendizado geral em Urgências e Emergência ao longo do ano. No entanto, a análise minuciosa dos componentes revela diferentes curvas de desempenho. Não sendo possível supor as causas destes contrapontos, são sugeridos mais estudos na área.

show abstract

Impact of tablet-scoring and immediate score sheet review on validity and educational impact in an internal medicine residency Objective Structured Clinical Exam (OSCE)

Cited by 11 publications

References 17 publications

Effect of Detailed OSCE Score Reporting on Learning and Anxiety in Medical School

Effect of Detailed OSCE Score Reporting on Learning and Anxiety in Medical School

Uso de evaluación electrónica en exámenes clínico objetivo estructurado

Competências clínicas do aluno de medicina em urgência e emergência: análise evolutiva através do OSCE

Contact Info

Product

Resources

About