Use of an objective structured clinical exam (OSCE) for early identification of communication skills deficits in interns

Abstract

Introduction There is limited information about whether OSCE during GME orientation can identify trainee communication deficits before these become evident via clinical performance evaluations. Methods Ninety-seven interns matriculating to eight residency programs in six specialties at four hospitals participated in a nine-station communication skills OSCE. Ratings were based on the ‘Kalamazoo, adapted’ communication skills checklist. Possible association with intern performance evaluations was assessed by repeated-measures logistic regression and ROC curves were generated. Results The mean OSCE score was 4.08±.27 with a range of 3.3–4.6. Baseline OSCE scores were associated with subsequent communication concerns recorded by faculty, based on 1591 evaluations. A 0.1-unit decrease in the OSCE communication score was associated with an 18% higher odds of being identified with a communication concern by faculty evaluation (odds ratio 1.18, 95% CI 1.01–1.36, p=0.034). ROC curves did not demonstrate a “cut-off” score (AUC= 0.558). Non-faculty evaluators were 3 to 5 times more likely than faculty evaluators to identify communication deficits, based on 1,900 evaluations. Conclusion Lower OSCE performance was associated with faculty communication concerns on performance evaluations; however, a “cut-off” score was not demonstrated that could identify trainees for potential early intervention. Multi-source evaluation also identified trainees with communication skills deficits.

Post graduate remediation programs in medicine: a scoping review

“…Among them, milestones provide transparent expectations, support better longitudinal assessment of trainees, and enhance public accountability through aggregate reporting of competency by specialty [ 123 ]. [ 18 , 62 , 64 , 65 , 77 , 78 , 81 , 85 , 89 , 90 , 93 , 99 , 105 , 114 , 124 – 128 ] CanMeds CanMEDS is a framework that delineates the outcomes that doctors should achieve to effectively meet the healthcare needs of the people they serve. These abilities are grouped thematically under seven roles.…”

The evaluation of online Modified Objective Structured Examination (MOSE) as postgraduate admissions re‐examination: A report from Fujian Medical University, China

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Teaching Medical and Health Sciences students to develop e-posters with Learning Toolbox

“…(Epner and Baile 2014;Hinkle et al 2017;Modi et al 2016;Roze des Ordons et al 2016;Sanson-Fisher and Cockburn 1997) Current medical student communication skills' training and assessment focuses on face-toface, verbal communication. (Boileau, Patenaude, and St-Onge 2018;Goldhamer et al 2018;Hinkle et al 2017;Joyce, Steenbergh, and Scher 2010) As we progress through the 21 st century, however, more and more communication happens electronically and asynchronously; while health professionals' communication via email and texting has been explored, other forms of communication will need attention as their potential becomes more obvious.…”

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