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Osce global rating

Carolina Fernández-Lao, Irene Cantarero-Villanueva, Noelia Galiano-Castillo, Elena Caro-Morán, Lourdes Díaz-Rodríguez, Manuel Arroyo-Morales
BACKGROUND: Mobile learning (m-learning) has becoming very popular in education due to the rapidly advancing technology in our society. The potentials of the mobile applications should be used to enhance the education process. Few mobile applications have been designed to complement the study of physical therapy skills for physiotherapy students. The aim of this study was to investigate whether a mobile application, as a supplement to traditional learning, is useful for physiotherapy students in the acquisition of palpation and ultrasound skills in the shoulder area...
October 19, 2016: BMC Medical Education
Aliya Kassam, Michèle Cowan, Tyrone Donnon
BACKGROUND: The CanMEDS roles provide a comprehensive framework to organize competency-based curricula; however, there is a challenge in finding feasible, valid, and reliable assessment methods to measure intrinsic roles such as Communicator and Collaborator. The objective structured clinical exam (OSCE) is more commonly used in postgraduate medical education for the assessment of clinical skills beyond medical expertise. METHOD: We developed the CanMEDS In-Training Exam (CITE), a six-station OSCE designed to assess two different CanMEDS roles (one primary and one secondary) and general communication skills at each station...
2016: Medical Education Online
Abd Moain Abu Dabrh, Mohammad Hassan Murad, Richard D Newcomb, William G Buchta, Mark W Steffen, Zhen Wang, Amanda K Lovett, Lawrence W Steinkraus
BACKGROUND: Communication skills and professionalism are two competencies in graduate medical education that are challenging to evaluate. We aimed to develop, test and validate a de novo instrument to evaluate these two competencies. METHODS: Using an Objective Standardized Clinical Examination (OSCE) based on a medication error scenario, we developed an assessment instrument that focuses on distinctive domains [context of discussion, communication and detection of error, management of error, empathy, use of electronic medical record (EMR) and electronic medical information resources (EMIR), and global rating]...
2016: BMC Medical Education
Jeff LaRochelle, Steven J Durning, John R Boulet, Cees van der Vleuten, Jeroen van Merrienboer, Jeroen Donkers
INTRODUCTION: Clinical encounters are often assessed using a checklist. However, without direct faculty observation, the timing and sequence of questions are not captured. We theorized that the sequence of questions can be captured and measured using coherence scores that may distinguish between low and high performing candidates. METHODS: A logical sequence of key features was determined using the standard case checklist for an observed structured clinical exam (OSCE)...
April 2016: Perspectives on Medical Education
Fiona L Naumann, Stephen Marshall, Boaz Shulruf, Philip D Jones
Exercise physiology courses have transitioned to competency based, forcing Universities to rethink assessment to ensure students are competent to practice. This study built on earlier research to explore rater cognition, capturing factors that contribute to assessor decision making about students' competency. The aims were to determine the source of variation in the examination process and document the factors impacting on examiner judgment. Examiner judgement was explored from both a quantitative and qualitative perspective...
October 2016: Advances in Health Sciences Education: Theory and Practice
Matthew J MacEwan, Nancy L Dudek, Timothy J Wood, Wade T Gofton
UNLABELLED: CONSTRUCT: The Ottawa Surgical Competency Operating Room Evaluation (O-SCORE) is a 9-item surgical evaluation tool designed to assess technical competence in surgical trainees using behavioral anchors. BACKGROUND: The initial development of the O-SCORE produced evidence for valid results. Further work is required to determine if the use of a single surgeon or an unblinded rater introduces bias. In addition, the relationship of the O-SCORE to other currently used technical assessment tools should be explored to provide validity evidence related to the relationship to other measures...
2016: Teaching and Learning in Medicine
Saad Chahine, Bruce Holmes, Zbigniew Kowalewski
The Objective Structured Clinical Exam (OSCE) is a widely used method of assessment in medical education. Rater cognition has become an important area of inquiry in the medical education assessment literature generally, and in the OSCE literature specifically, because of concerns about potential compromises of validity. In this study, a novel approach to mixed methods that combined Ordinal Logistic Hierarchical Linear Modeling and cognitive interviews was used to gain insights about what examiners were thinking during an OSCE...
August 2016: Advances in Health Sciences Education: Theory and Practice
Gandes Retno Rahayu, Yoyo Suhoyo, Rachmadya Nurhidayah, Mohammad Adrian Hasdianda, Sari Puspa Dewi, Yulherina Chaniago, Riyani Wikaningrum, Tatong Hariyanto, Sugito Wonodirekso, Trihanggono Achmad
BACKGROUND: Implementing large-scale multi-site objective structured clinical examination (OSCEs) for national competency examination in a low resource country is challenging. AIMS: To describe the first national OSCE for national competency examination of medical doctors in Indonesia and evaluate the reliability, validity, feasibility, acceptability, and educational impact. METHODS: We collected electronically the OSCE scores from 49 out of 73 medical schools that participated to assess reliability and validity...
August 2016: Medical Teacher
Emma K Read, Catriona Bell, Susan Rhind, Kent G Hecker
OSCEs (Objective Structured Clinical Examinations) are widely used in health professions to assess clinical skills competence. Raters use standardized binary checklists (CL) or multi-dimensional global rating scales (GRS) to score candidates performing specific tasks. This study assessed the reliability of CL and GRS scores in the assessment of veterinary students, and is the first study to demonstrate the reliability of GRS within veterinary medical education. Twelve raters from two different schools (6 from University of Calgary [UCVM] and 6 from Royal (Dick) School of Veterinary Studies [R(D)SVS] were asked to score 12 students (6 from each school)...
2015: PloS One
Kingston Rajiah, Sajesh Kalkandi Veettil, Suresh Kumar
BACKGROUND: The evaluation of clinical skills and competencies is a high-stakes process carrying significant consequences for the candidate. Hence, it is mandatory to have a robust method to justify the pass score in order to maintain a valid and reliable objective structured clinical examination (OSCE). The aim was to trial the borderline approach using the two-domain global rating scale for standard setting in the OSCE. METHODS: For each domain, a set of six-point (from 5 to 0) scales were used to reflect high and low divisions within the 'pass', 'borderline' and 'fail' categories...
December 2014: Clinical Teacher
E Artemiou, C L Adams, K G Hecker, A Vallevand, C Violato, J B Coe
In human medicine, standardised patients (SP) have been shown to reliably and accurately assess learners' communication performance in high-stakes certification Objective Structured Clinical Examinations (OSCE), offering a feasible way to reduce the need for recruitment, time commitment and coordination of faculty assessors. In this study, we evaluated the use of standardised clients (SC) as a viable option for assessing veterinary students' communication performance. We designed a four-station, two-track communication skills OSCE...
November 22, 2014: Veterinary Record
Abdulrasheed A Nasir, Ayodeji S Yusuf, Lukman O Abdur-Rahman, Olasunkanmi M Babalola, Ademola A Adeyeye, Ademola A Popoola, James O Adeniran
BACKGROUND: Medical educators have always been desirous of the best methods for formative and summative evaluation of trainees. The Objective Structured Clinical Examination (OSCE) is an approach for student assessment in which aspects of clinical competence are evaluated in a comprehensive, consistent, and structured manner with close attention to the objectivity of the process. Though popular in most medical schools globally, its use in Nigeria medical schools appears limited. OBJECTIVES: This study was conceived to explore students' perception about the acceptability of OSCE process and to provide feedback to be used to improve the assessment technique...
September 2014: Journal of Surgical Education
Debra Pugh, Claire Touchie, Timothy J Wood, Susan Humphrey-Murto
CONTEXT: The shift from a time-based to a competency-based framework in medical education has created a need for frequent formative assessments. Many educational programmes use some form of written progress test to identify areas of strength and weakness and to promote continuous improvement in their learners. However, the role of performance-based assessments, such as objective structured clinical examinations (OSCEs), in progress testing remains unclear. OBJECTIVE: The aims of this paper are to describe the use of an OSCE to assess learners at different stages of training, describe a structure for reporting scores, and provide evidence for the psychometric properties of different rating tools...
June 2014: Medical Education
Karen O'Connor, Romaine King, Kevin M Malone, Allys Guerandel
OBJECTIVES: This study aims to assess and compare objective and subjective scores of empathy in final-year medical students by using firstly a validated student self-assessment just prior to the psychiatry objective structured clinical examination (OSCE), and then comparing this to clinical examiner's and simulated patient's (SP's) assessments of empathy of students using a Global Rating of Empathy scale (GRE) during a psychiatry OSCE. METHODS: In 2011, all final-year medical students in the University College Dublin were invited to complete a subjective, self-assessed empathy questionnaire (The Jefferson scale of physician empathy-student version (JSPE-S))...
August 2014: Academic Psychiatry
Achim Mortsiefer, Janine Immecke, Thomas Rotthoff, André Karger, Regine Schmelzer, Bianca Raski, Jürgen In der Schmitten, Attila Altiner, Michael Pentzek
OBJECTIVE: To evaluate the summative assessment (OSCE) of a communication training programme for dealing with challenging doctor-patient encounters in the 4th study year. METHODS: Our OSCE consists of 4 stations (breaking bad news, guilt and shame, aggressive patients, shared decision making), using a 4-item global rating (GR) instrument. We calculated reliability coefficients for different levels, discriminability of single items and interrater reliability. Validity was estimated by gender differences and accordance between GR and a checklist...
June 2014: Patient Education and Counseling
James Chan, Susan Humphrey-Murto, Debra M Pugh, Charles Su, Timothy Wood
OBJECTIVES: Currently, a 'pedagogical gap' exists in distributed medical education in that distance educators teach medical students but typically do not have the opportunity to assess them in large-scale examinations such as the objective structured clinical examination (OSCE). We developed a remote examiner OSCE (reOSCE) that was integrated into a traditional OSCE to establish whether remote examination technology may be used to bridge this gap. The purpose of this study was to explore whether remote physician-examiners can replace on-site physician-examiners in an OSCE, and to determine the feasibility of this new examination method...
April 2014: Medical Education
Ranjan Sudan, Thomas G Lynch, Donald A Risucci, Patrice G Blair, Ajit K Sachdeva
OBJECTIVE: This report describes the development, initial implementation, and reliability of American College of Surgeons Resident Objective Structured Clinical Examination (ACS OSCE). BACKGROUND: Variability in clinical knowledge and skills of entering surgery residents has been demonstrated. The ACS OSCE was developed to evaluate and help remediate residents' knowledge and skills in managing patients with life-threatening conditions. METHODS: A task force of surgeons and professional educators developed 10 standardized clinical case stations, evaluation checklists, and rating scales...
July 2014: Annals of Surgery
J P Cunnington, A J Neville, G R Norman
OBJECTIVE: To compare checklists against global ratings for student performance on each station in an OSCE without the confounder of the global rating scorer having first filled in the checklist. METHOD: Subjects were 96 medical students completing their pre-clinical studies, who took an 8 station clinical OSCE. 39 students were assessed with detailed performance checklists; 57 students went through the same stations but were assessed using only a single global rating per station...
January 1996: Advances in Health Sciences Education: Theory and Practice
A I Rothman, D Blackmore, W D Dauphinee, R Reznick
The Medical Council of Canada makes use of examiners' pass/borderline/fail judgments of candidates' performances in OSCE stations in defining cutting scores for these stations. This process assumes that there is consistency in the judgments of different examiners used in the same stations at different testing sites. This assumption was tested using the results of the fall 1994 administration of part 2 of the Medical Council of Canada Qualifying Examination. The Council anticipated using the examiner based global ratings as part of the OSCE station scores in the fall 1995 administration of the examination...
January 1996: Advances in Health Sciences Education: Theory and Practice
Walter Tavares, Vicki R LeBlanc, Justin Mausz, Victor Sun, Kevin W Eva
OBJECTIVE: The objective of this study was to seek validity evidence for simulation-based assessments (SBA) of paramedics by asking to what extent the measurements obtained in SBA of clinical competence are associated with measurements obtained in actual paramedic contexts, with real patients. METHODS: This prospective observational study involved analyzing the assessment of paramedic trainees at the entry-to-practice level in both simulation- and workplace-based settings...
January 2014: Prehospital Emergency Care
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