One Program’s Experience of OSCE vs. Written Board Certification Results

Jain, S. K.; DeLisa, Joel A.; Nadler, Scott F.; Kirshblum, Steven; Banerjee, Sikhar; Eyles, Mary; Johnston, Mark; Smith, Ann C. M.

doi:10.1097/00002060-200009000-00012

Cited by 17 publications

(5 citation statements)

References 15 publications

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“…The psychometric properties of performance‐based assessment have been the subject of considerable debate in the medical education literature 26–28 . Several factors in the construction of objective structured examinations may help ensure the validity of these tests.…”

Section: Discussionmentioning

confidence: 99%

Evaluating medical students’ skills in obtaining informed consent for HIV testing

et al. 2003

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OBJECTIVE: To evaluate fourth-year medical students' abilities to obtain informed consent or refusal for HIV testing through a performance-based evaluation method. DESIGN: Student competence was assessed in a standardized patient interaction in which the student obtained informed consent or refusal for HIV testing. A previously validated 16-item checklist was completed by the standardized patient. A subset was independently reviewed and scored by a faculty member to calculate interrater reliability for this report. Student feedback on the assessment was elicited.SETTING: School of Medicine at the University of New Mexico. PATIENTS/PARTICIPANTS:All senior medical students in the class of 2000 were included.INTERVENTIONS: A 10-minute standardized patient interaction was administered within the context of a formal comprehensive performance assessment. MEASUREMENTS and MAIN RESULTS:Seventy-nine students participated, and most (96%) demonstrated competence on the station. For the 15 specific items, the mean score was 25.5 out of 30 possible points (range, 13 to 30; SD, 3.5) on the checklist. A strong positive correlation (r s = .79) was found between the total score on the 15 Likert-scaled items and the score in response to the global item,``I would return to this clinician'' (mean, 3.5; SD, 1.0). Scores given by the standardized patients and the faculty rater were well correlated. The station was generally well received by students, many of whom were stimulated to pursue further learning.CONCLUSIONS: This method of assessing medical students' abilities to obtain informed consent or refusal for HIV testing can be translated to a variety of clinical settings. Such efforts may help in demonstrating competence in performing key ethics skills and may help ensure ethically sound clinical care for people at risk for HIV infection.

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Section: Discussionmentioning

confidence: 99%

Evaluating medical students’ skills in obtaining informed consent for HIV testing

et al. 2003

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“…Although a well-constructed and implemented OSCE is a valid and reliable method of evaluating clinical competence, 4,[7][8][9] there is overwhelming evidence from the literature to support that it is not without limitations. 10 Furthermore, our hybrid OSCE had some peculiar elements that needed to be studied.…”

Section: Introductionmentioning

confidence: 99%

Perception of Pharmacy Students in Malaysia on the Use of Objective Structured Clinical Examinations to Evaluate Competence

Awaisu¹,

Mohamed²,

Al-Efan³

2007

Am J Pharm Educ

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Objectives. To assess bachelor of pharmacy students' overall perception and acceptance of an objective structured clinical examination (OSCE), a new method of clinical competence assessment in pharmacy undergraduate curriculum at our Faculty, and to explore its strengths and weaknesses through feedback. Methods. A cross-sectional survey was conducted via a validated 49-item questionnaire, administered immediately after all students completed the examination. The questionnaire comprised of questions to evaluate the content and structure of the examination, perception of OSCE validity and reliability, and rating of OSCE in relation to other assessment methods. Open-ended follow-up questions were included to generate qualitative data. Results. Over 80% of the students found the OSCE to be helpful in highlighting areas of weaknesses in their clinical competencies. Seventy-eight percent agreed that it was comprehensive and 66% believed it was fair. About 46% felt that the 15 minutes allocated per station was inadequate. Most importantly, about half of the students raised concerns that personality, ethnicity, and/or gender, as well as interpatient and interassessor variability were potential sources of bias that could affect their scores. However, an overwhelming proportion of the students (90%) agreed that the OSCE provided a useful and practical learning experience. Conclusions. Students' perceptions and acceptance of the new method of assessment were positive. The survey further highlighted for future refinement the strengths and weaknesses associated with the development and implementation of an OSCE in the International Islamic University Malaysia's pharmacy curriculum.

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“…6,7 Experiences in other health professions have established the reliability and validity of a well-constructed and implemented OSCE. [8][9][10] The use of OSCEs in high-stakes settings (such as certification examinations and maintenance of competency reviews) has demonstrated their value in assessing clinical competency. For example, the Medical Council of Canada has used an OSCE in its entry-topractice examinations since 1994.…”

Section: Introductionmentioning

confidence: 99%

Development and Validation Processes for an Objective Structured Clinical Examination (OSCE) for Entry-to-Practice Certification in Pharmacy: The Canadian Experience

Austin¹,

O'Byrne²,

Pugsley³

et al. 2003

Am J Pharm Educ

106

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Objectives. An objective structured clinical examination (OSCE) was developed and validated as an addition to the entry-to-practice examination for pharmacists that previously consisted of both a multiple-choice, case-based written test of clinical knowledge and a performance assessment. Methods. Designing the OSCE for entry-to-practice certification of pharmacists in Canada required extensive consultation with stakeholders, development of an examination blueprint outlining competencies to be assessed, careful development and validation of multiple OSCE stations with tasks linked to the blueprint, development of assessment instruments, field testing of stations, development and validation of standard-setting procedures, and protocols for data collection and analysis. Results. The examination was field tested, finalized, and first delivered in May 2001. Preliminary analysis of results indicated the development and validation processes were successful in producing an OSCE model that is reliable with valid outcomes, defensible, and feasible. Conclusion. The Pharmacy Examining Board of Canada's Qualifying Examination (Part II -OSCE)represents the first time that a multi-site national licensing exam for entry-level practitioners in pharmacy has incorporated an objective structured clinical examination component. Together, the written and OSCE exams provide a broad assessment of competency, to ensure entry-level practitioners meet standards of practice for the protection of the public.Keywords: Examination, Certification, Clinical Assessment, OSCE, Pharmacy Education, Test Format, Testing specific medical conditions or drug-related problems), or "standardized clients" (actors or other health professionals who have been specially trained to portray allied health professionals in an interdisciplinary health care context). A candidate in an interactive station is observed and assessed by a trained examiner using a standardized marking key. Non-interactive (or quiet) stations typically are written responses to tasks or problems and involve no direct observation and assessment.

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One Program’s Experience of OSCE vs. Written Board Certification Results

Cited by 17 publications

References 15 publications

Evaluating medical students’ skills in obtaining informed consent for HIV testing

Evaluating medical students’ skills in obtaining informed consent for HIV testing

Perception of Pharmacy Students in Malaysia on the Use of Objective Structured Clinical Examinations to Evaluate Competence

Development and Validation Processes for an Objective Structured Clinical Examination (OSCE) for Entry-to-Practice Certification in Pharmacy: The Canadian Experience

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