The Effects of Examiner Background, Station Organization, and Time of Exam on OSCE Scores Assessing Undergraduate Medical Studentsʼ Physical Examination Skills

Doig, Christopher J.; Harasym, Peter H.; Fick, Gordon H.; Baumber, John S.

doi:10.1097/00001888-200010001-00031

Cited by 18 publications

(12 citation statements)

References 8 publications

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“…Developing a standard checklist for the examiners that includes all the tasks the student is expected to demonstrate, renders a fair scoring process which enables the faculty members to judge the student's clinical knowledge or performance [21]. In this study seventy percent of the faculty members (n = 14) agreed that the checklists developed represented appropriate expectation for level 5 students, the rest of the faculty members were neutral (n = 6), this result also matches with what has been written in the literature by G. Johnson [22].…”

Section: Resultsmentioning

confidence: 99%

Perception of Nursing Faculty Members on the Use of Objective Structured Clinical Examinations (OSCE) To Evaluate Competencies

Hatamleh¹

2014

IOSRJNHS

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Section: Resultsmentioning

confidence: 99%

Perception of Nursing Faculty Members on the Use of Objective Structured Clinical Examinations (OSCE) To Evaluate Competencies

Hatamleh¹

2014

IOSRJNHS

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“…A checklist consisting of 5 questions, worth 20 points each, for each patient station was developed to assess both general and specific examination skills. A standardized checklist was utilized in an attempt to avoid inter-observer variability and ensure reliability (Doig et al 2000). The two computer stations also used standardized forms, which required detailed descriptions of findings and correct identification of the images.…”

Section: Evaluation/oscementioning

confidence: 99%

Development, impact, and measurement of enhanced physical diagnosis skills

Smith

Burton

Mackay

2008

Adv in Health Sci Educ

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Evidence suggests that the quality and frequency of bedside clinical examination have declined. We undertook the study to (1) determine whether intensive instruction in physical examination enhances medical student skills and (2) develop a tool to evaluate those skills using a modified observed structured clinical examination (OSCE). This was a randomized, blinded, prospective, year-long study involving 3rd year students at the Albert Einstein College of Medicine. Students were randomized to receive intensive instruction in physical examination [study group (n = 46)] or usual instruction [control group (n = 75)] and evaluated by a modified OSCE. The OSCE consisted of 6 real patient stations: Head, ears, eyes, neck, throat; pulmonary; cardiovascular; gastrointestinal; neurology; musculoskeletal; and 2 computer imaging stations: genitourinary and dermatology. A faculty member present at each patient station evaluated student performance. Data were analyzed using t-tests for comparison of the mean scores between the two groups for each station and for average scores across stations. A total of 121 students were tested. The study group performed significantly better than the control group in the gastrointestinal station (p = 0.0004), the combined average score across the six real patient stations (p = 0.0001), and the combined average score across all eight stations (p = 0.0014). Intensive physical diagnosis instruction enhances physical examination skills of 3rd year medical students. The modified OSCE is a useful tool to evaluate these skills.

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“…Small but inconsistent effects have previously been found for the time of day (morning or afternoon) and day on which second-year medical students undertake OSCEs in a US medical school, assessed on a pass/fail basis. 9 However, other research has demonstrated little impact of the day of the examination (in dental OSCEs in the Netherlands, 10 in undergraduate medical OSCEs in Spain 11 ) or the timing of the examination (in undergraduate medical OSCEs in Canada 12 ). These studies were relatively small in scale (with 772, 9 463, 10 172 11 and 69 12 students, respectively) and examined a variety of OSCE set-ups, including the use of parallel streams 12 and non-consecutive days with no quarantining of students.…”

Section: Introductionmentioning

confidence: 99%

Order effects in high stakes undergraduate examinations: an analysis of 5 years of administrative data in one UK medical school

Burt¹,

Abel²,

Barclay³

et al. 2016

BMJ Open

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ObjectiveTo investigate the association between student performance in undergraduate objective structured clinical examinations (OSCEs) and the examination schedule to which they were assigned to undertake these examinations.DesignAnalysis of routinely collected data.SettingOne UK medical school.Participants2331 OSCEs of 3 different types (obstetrics OSCE, paediatrics OSCE and simulated clinical encounter examination OSCE) between 2009 and 2013. Students were not quarantined between examinations.Outcomes(1) Pass rates by day examination started, (2) pass rates by day station undertaken and (3) mean scores by day examination started.ResultsWe found no evidence that pass rates differed according to the day on which the examination was started by a candidate in any of the examinations considered (p>0.1 for all). There was evidence (p=0.013) that students were more likely to pass individual stations on the second day of the paediatrics OSCE (OR 1.27, 95% CI 1.05 to 1.54). In the cases of the simulated clinical encounter examination and the obstetrics and gynaecology OSCEs, there was no (p=0.42) or very weak evidence (p=0.099), respectively, of any such variation in the probability of passing individual stations according to the day they were attempted. There was no evidence that mean scores varied by day apart from the paediatric OSCE, where slightly higher scores were achieved on the second day of the examination.ConclusionsThere is little evidence that different examination schedules have a consistent effect on pass rates or mean scores: students starting the examinations later were not consistently more or less likely to pass or score more highly than those starting earlier. The practice of quarantining students to prevent communication with (and subsequent unfair advantage for) subsequent examination cohorts is unlikely to be required.

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The Effects of Examiner Background, Station Organization, and Time of Exam on OSCE Scores Assessing Undergraduate Medical Studentsʼ Physical Examination Skills

Cited by 18 publications

References 8 publications

Perception of Nursing Faculty Members on the Use of Objective Structured Clinical Examinations (OSCE) To Evaluate Competencies

Perception of Nursing Faculty Members on the Use of Objective Structured Clinical Examinations (OSCE) To Evaluate Competencies

Development, impact, and measurement of enhanced physical diagnosis skills

Order effects in high stakes undergraduate examinations: an analysis of 5 years of administrative data in one UK medical school

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