Showing 6 results for Objective Structured Clinical Exam
Alireza Yousefy, Fakhrosadat Hosseini,
Volume 10, Issue 5 (2-2011)
Abstract
Introduction: this study is aimed at investigating faculty’s and students’ perspective whether health social workers can be hired as substitute for evaluators or as a co-evaluator for clerkship students assesmet in community medicine course? Methods: this research is a cross-sectional study. The study has been conducted by participation of medical students assigned to pass comunity medicine course in January 2011. An OSCE designed for evaluation of medical students’ competencies. It consist of eight stations. In each health care center a faculty member and a social health worker were assigned for evaluation of students. For each station a chekclist devised to measure the competency and its validity was assured by experts. Its reliability was measured (α=0.83). All data was analyzed by SPSS software (version 14). Results: In all stations, except one, a significant corralation was measured between the results of faculty and health care workers evaluation (P<0.05, r=0.86). All faculties and instructors aknowledge that social health workers can not be trusted for medical students evaluatin. 83.3% declared that community medicine department can ask for health care workers to evaluate medical stuents globally. Conclusion: Considering social health care workers’ competencies, perhaps it is ineligible to ask for social health workers to evaluate medical students but they can participate in the exam as standard patients.
Sara Mortaz Hejri, Mohammad Jalili, Ali Labaf,
Volume 11, Issue 8 (3-2012)
Abstract
Introduction: A variety of standard setting methods are used worldwide for medical examination acceptance scores while standards of most exams in our country are pre-determined fixed scores which are set without any scientific methodolgy. The aim of this study is to determine minimum pass level for a pre-internship objective structured clinical examination using Angoff method in Tehran University of Medical Sciences.
Methods: After designing the questions for examination, a panel of eleven faculty members was formed. These judges were asked to individually estimate the probability that a borderline student would pass each station. The mean of all stations estimated by judges was considered as the standard for the whole exam. This procedure was repeated twice more after sessions of discussion between judges and checking students’ real scores.
Results: The individual standard for the whole test was 49.15 while it turned to 49.90 after discussion and finally 51.52 after checking the real scores of students. The change of standard of the whole test after checking real scores was significant compared to individual standard (p=0.02). It showed no significant difference compared to the second standard. The rates of passing students according to the three standards were respectively 67.6%, 64.8% and 58.1% which showed a significant reduction in the third compared to the first one.
Conclusion: Angoff method was used in this study to set standard for an OSCE. According to the findings of the study, it seems to be a credible and reliable procedure, especially when group discussion and reality check are used.
Sara Mortaz Hejri, Mohammad Jalili,
Volume 17, Issue 0 (4-2017)
Abstract
Introduction: With the increasing popularity of performance-based assessments, it is necessary to employ proper indicators to ensure their quality. The present study examines the metrics of Objective Structured Clinical Examination (OSCE).
Methods: In this descriptive, cross-sectional research in 10 pre-internship OSCE stations of Tehran University of Medical Sciences in 2012, the cut-off score was determined by borderline regression method and the failure rate was calculated. Root Mean Square Error (RMSE) was used to estimate error rate threshold. Internal consistency was calculated using Cronbach’s alpha and then, the Standard Error of Measurement (SEM) was determined. Alpha if item deleted, R2 coefficient, intergrade discrimination, difficulty and discrimination indices were calculated for each station. A total of 266 students participated in this exam.
Results: A total of 266 students participated in this exam. The OSCE total cut-off score was 52.55 (out of 100). Four students (1.5%) failed the exam and the RMSE equaled 0.45. SEM was 4.84 and Cronbach’s alpha was calculated at 0.70 where the alpha if item deleted scores varied from 0.64 to 0.70. The R2 coefficient ranged from 0.16 to 0.85 and the intergrade discrimination ranged between 0.66 and 1.93. The ranges of difficulty and discrimination indices were 0.71-0.89 and 0.12-0.44 respectively.
Conclusion: The internal consistency, SEM and threshold error rate were all acceptable. The alpha if item deleted was in the acceptable range in all stations. In two stations, the R2 value was lower than the desired range. The intergrade discrimination value was appropriate in all stations except one. The stations were not too difficult or highly discriminative which is considered favorable in criterion-referenced exams.
Foroozan Mohebi, Majid Khademian, Fariba Haghani, Nikoo Yamani,
Volume 17, Issue 0 (4-2017)
Abstract
Introduction: The purpose of medical education is to acquire knowledge, perspective and skills necessary for patient treatment, and focus on assessment as a tool for quality assurance in educational programs is one of the important traits of medical education. The purpose of this study was to investigate the achieving rate of learning minimums in common pediatric illnesses among medical interns of Isfahan University of Medical Sciences.
Methods: This descriptive, cross-sectional study was conducted in 2014-15 academic year. Research population included the medical interns of Isfahan University of Medical Sciences who were selected through convenience sampling (census) (n=84). Data were collected using 8-station objective structured clinical examination. Views of medical education and pediatrics experts were used to confirm content and face validity. Reliability coefficient of the examination was calculated using Cronbach’s alpha of 0.86. A checklist (total score=20) was used to assess each station. Data were analyzed using descriptive statistics.
Results: Mean scores of achieving rate of learning minimums in common illnesses were as follows in each station: ear checkup (13.64±1.96), common cold (16.60±2.62), diarrhea and vomiting (15.56±4.22), croup (9.28±2.07), acute seizure (15.96±2.42), history taking of seizure (14.88±2.81), interpretation of growth chart (13.60±3.17) and history taking in underweight child (8.76±3.25).
Conclusion: Interns’ achieving rate of learning minimums in common pediatric illnesses was acceptable in four stations, less than expected in two stations and unacceptable in two other stations. Considering the importance of the issue, it is therefore recommended to revisit the duration and methods of ambulatory trainings in pediatrics internship programs.
Fatemeh Maghsoodi, Mohammadreza Yazdanfard, Shahnaz Pouladi, Kamran Mirzaei,
Volume 23, Issue 0 (3-2023)
Abstract
Introduction: There are different methods to determine the acceptance standard. To establish educational justice, the standard of each test should be determined for the same test so that judgments could be made with the least error and cost. This study endeavors to determine and compare the acceptance standard of nursing students participating in the Objective Structured Clinical Exam (OSCE) using four fixed score methods, Angoff, yes/no Angoff and three-level Angoff.
Methods: In this cross-sectional descriptive study that was conducted in the 2021 academic year, the scores of OSCE of nursing students were calculated and compared by a panel of 13 individuals in seven stations using four methods of fixed score, Angoff, yes/no Angoff and three-level Angoff. The population was nursing faculty and 8th semester nursing students, and due to the small number of participants, the number of samples in both groups was equal to the total samples (13 lecturers and 65 students).
Results: The statistical analysis revealed that the average score obtained in all the stations is 15.79±0.98 out of 20, and the highest and lowest average scores of students are respectively related to personal protection stations(19/27±0.61) and gavage(13.76±2.02).On the other hand, the standard of the whole test and the frequency of the passing rate based on the fixed score methods, Angoff, yes/no Angoff and three-level Angoff are respectively 12(with a pass rate of 95.92%),10.80(with a pass rate of 96.04%),12.48(with a pass rate of 69.67%) and 10.50(with a pass rate of 98.90%) were obtained.
Conclusion: The highest and lowest acceptance percentages were related to the three-level Angoff, and yes/no Angoff. The standard obtained from Angoff was three levels easier. Therefore, it could be concluded that different methods provide different standards. Accordingly, it is recommended to use the average score obtained from three methods (Angoff, Angoff yes/no, three-level Angoff) to reach a single standard.
Athar Omid, Sorour Mosleh, Saeed Heidari, Mohammad Reza Bastami,
Volume 23, Issue 0 (3-2023)
Abstract
Objective Structured Clinical Examination (OSCE) has been used to evaluate medical students. The OSCE is one of the evaluation methods in which students' clinical skills are physically evaluated in simulated stations. Although the implementation of the exam was complicated and time-consuming at first, with the modification of the structures and the use of agendas, the evaluation became more efficient. Today, this evaluation is widely being conducted in higher education around the world. However, the method of performing this exam has undergone many changes over the years. More recently, the use of new methods and technologies in applying this exam has been considered. Besides, the COVID-19 pandemic period made the use of educational technologies more obvious. In effect, the need for innovation in teaching and evaluation methods is a big challenge for higher education authorities. Although application of new methods and the use of technologies could solve many of the mentioned problems by this exam, most of the universities in Iran, during the COVID-19, either sticked to conventional methods or postponed. This short article endeavors to introduce and analyze the new methods and approaches on the use of the OSCE; this way, it is possible to pave the way for efficient application of the evaluation in Iran's higher education.
