Large-scale multi-site OSCEs for national competency examination of medical doctors in Indonesia

Rahayu, Gandes Retno; Suhoyo, Yoyo; Nurhidayah, Rachmadya; Hasdianda, Mohammad Adrian; Dewi, Sari; Chaniago, Yulherina; Wikaningrum, Riyani; Hariyanto, Tatong; Wonodirekso, Sugito; Achmad, Trihanggono

doi:10.3109/0142159x.2015.1078890

Cited by 13 publications

(11 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In a large-scale multicenter study where 49 medical schools participated, Pearson's correlation coefficient between OSCEs and MCQs was 0.335 (P = 0.00) [15]. Sehlule et al…”

Section: Discussionmentioning

confidence: 98%

“…In a large-scale multicenter study where 49 medical schools participated, Pearson's correlation coefficient between OSCEs and MCQs was 0.335 (P = 0.00) [15]. Sehlule et al [1] studied the correlation of different modes of assessment of medical students in hematology and integrated exam of paraclinical sciences.…”

Section: Discussionmentioning

confidence: 99%

“…A strong correlation between MCQs and SEQs has been reported (r = 0.6, P < 0.01) in other studies [14]. In case of the correlation of MCQS with OSCE, it had been believed that they were well correlated with [14].In a large-scale multicenter study where 49 medical schools participated, Pearson's correlation coefficient between OSCEs and MCQs was 0.335 (P = 0.00) [15]. Sehlule et al…”

mentioning

confidence: 87%

See 2 more Smart Citations

Relation of the final year performance in different assessment modalities in Final MBBS Pediatrics, College of Medicine, Bahri Universit

Idris¹,

Rahma²,

Elfaki³

et al. 2017

J Contemp Med Edu

View full text Add to dashboard Cite

Background: Many tools and instruments can be used for the assessment of medical students including multiple choice questions (MCQs), modified essay questions (MEQs), objective structured practical examination (OSPE), problems, short answer questions (SAQs), extended matching questions (EMQs), and objective structured clinical examination (OSCE). The golden rule in assessment is to use multiple methods of assessment to provide students adequate opportunities to perform well. Using variable assessment tools will allow for making use of their advantages and reduce their disadvantages as much as possible. For correlation of combinations of assessment tools, alignment between objectives and instruction should be made. Many studies demonstrated different correlation with different forms of assessment, namely, MCQs, EMQs, MEQs, OSPE, OSCE, and SAQs. The objectives of this study were to determine the correlation of the students' scores in the four assessment modalities used for the final students in pediatrics and to determine the correlation of the combined score of written assessment and the combined score of practical assessment with the composite score. Methodology: This was a descriptive, cross-sectional study. A correlational design was used. The scores of 219 students in four methods of assessment adopted in pediatrics were analyzed. The assessment methods were MCQs, problems, OSPE, and OSCE. SPSS version 21 was used to compute the Pearson's correlation for each of the four methods with each other and with the composite scores. Results: The Pearson's r for the combined score of MCQs and problems with the composite score of all four assessment was 0.966 while 0.971 was the Pearson's r for the combined score for OSCE and OSPE with the composite score. Pearson's r of each of the assessment methods with composite scores were determined. These were 0.924, 0.901, 0.953, and 0.824 for MCQs, problems, OSCE, and OSPE, respectively. The correlation of each of the methods of assessment with each other revealed a Pearson's r correlation ranging from 0.977 to 0.819. All the correlations were highly significant. Conclusion: Analysis of the students' scores in the four assessment methods adopted in dermatology showed highly significant correlation. Scores in the written and practical assessment were highly correlated. The curriculum type adopted in the college was the SPICES model. The rationale for this study was to ensure that the assessment adopted for this course is sounded and could result in good quality of graduates. The objectives of this study were first to determine the correlation of the students' scores in the four assessment modalities used for the final students in pediatrics. Second, to determine the correlation of the combined score of written assessment and the combined score of practical assessment with the composite score. METHODOLOGYThis was a descriptive, cross-sectional, correlation study conducted at the faculty of medicine, BU in the period JuneOctober 2016. Ethical clearance was obtained from t...

show abstract

“…In a large-scale multicenter study where 49 medical schools participated, Pearson's correlation coefficient between OSCEs and MCQs was 0.335 (P = 0.00) [15]. Sehlule et al…”

Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 87%

See 1 more Smart Citation

Relation of the final year performance in different assessment modalities in Final MBBS Pediatrics, College of Medicine, Bahri Universit

Idris¹,

Rahma²,

Elfaki³

et al. 2017

J Contemp Med Edu

View full text Add to dashboard Cite

show abstract

“…As described in previous studies, the implementation of an OSCE at the school or national level is challenging and requires many practical considerations [22,23], such as recruitment, training, and retention of personnel; test development and implementation costs; and facilities to administer the test [24]. Even though they are complex, costly, and resource intensive, many studies have reported that comprehensive OSCEs have numerous educational bene ts [23,[25][26][27]. For example, one study showed that over a 9-year period of administration, OSCEs produced important improvements in faculty teaching and student performance [25].…”

Section: Discussionmentioning

confidence: 99%

Using OSCE for Capacity Building Program Outcome Evaluation: A First SP-based OSCE in Laos

Park¹,

Park²,

Shin³

et al. 2020

Preprint

View full text Add to dashboard Cite

Background: This study examines the educational effects of a Korean capacity-building study-abroad project, the Dr. Lee Jong Wook-Seoul Project (DLSP), on the clinical performance of Laotian doctors using a standardized patient–based (SP-based) objective structured clinical examination (OSCE), which was the first OSCE conducted in Laos. Methods: An on-site seminar and workshop for the OSCE were held as an implementation strategy prior to the examination. For the outcome evaluation, a six-station SP-based OSCE was implemented among 90 examinees, who comprised two case–control groups: 17 DLSP-experienced doctors and 17 control doctors to evaluate the direct educational effect as learning, 28 mentees of the DLSP-experienced doctors and 28 control doctors to evaluate the indirect educational effects as transfer. Written questionnaire and interview data were also collected from the 90 examinees. Results: No comparisons within the first and second case–control groups showed significant differences in the OSCE overall or subcomponent scores. The same results were found in subgroup analyses by sex, major, and profession. The interview data indicated that the project improved participants’ medical knowledge, skills, and self-confidence, but its effects on clinical ability seemed questionable due to limited opportunities to see patients within the learning environment. Conclusions: This study has demonstrated the process for introducing an SP-based OSCE in Laos and successfully completing the testing. Discrepancy in the goals of the OSCE and DLSP, the educational and technological gap between the two countries, and the short period of project implementation are possible explanations for the lack of significant differences in the OSCE results.

show abstract

“…Since 2013, Indonesia has conducted a national objective structured clinical examination (OSCE) for medical students as an exit exam, four times a year at each medical school . The national OSCE consists of 12 stations administered for six sessions over 3 days, and requires 72 different cases.…”

Section: What Problem Was Addressed?mentioning

confidence: 99%

A national collaboration to improve OSCE delivery

Suhoyo¹,

Rahayu²,

Cahyani³

2016

Med Educ

Self Cite

View full text Add to dashboard Cite

Large-scale multi-site OSCEs for national competency examination of medical doctors in Indonesia

Abstract: With 12 stations 15 min each, the reliability coefficient across station is intermediate. Content validity is good. It is feasible and acceptable to implement large-scale multi-site OSCEs in Indonesia. Examiners and examinees perceive good educational impact on OSCE implementation.

Cited by 13 publications

References 22 publications

Relation of the final year performance in different assessment modalities in Final MBBS Pediatrics, College of Medicine, Bahri Universit

Relation of the final year performance in different assessment modalities in Final MBBS Pediatrics, College of Medicine, Bahri Universit

Using OSCE for Capacity Building Program Outcome Evaluation: A First SP-based OSCE in Laos

A national collaboration to improve OSCE delivery

Contact Info

Product

Resources

About