Assessment of medical student clinical reasoning by “lay” vs physician raters: inter-rater reliability using a scoring guide in a multidisciplinary objective structured clinical examination

2012 ◽  
Vol 203 (1) ◽  
pp. 81-86 ◽  
Author(s):  
Alexandra J. Berger ◽  
Colleen C. Gillespie ◽  
Linda R. Tewksbury ◽  
Ivey M. Overstreet ◽  
Ming C. Tsai ◽  
...  
Keyword(s):  
Medical Student ◽  
Clinical Examination ◽  
Clinical Reasoning ◽  
Objective Structured Clinical Examination ◽  
Rater Reliability

Analisis Capaian Kompetensi Mahasiswa dalam Objective Structured Clinical Examination (OSCE) Semester Ganjil Tahun Ajaran 2017/2018 Fakultas Kedokteran Universitas HKBP Nommensen Medan

2020 ◽  
Vol 5 (2) ◽  
pp. 28-35
Author(s):  
Jenny Novina Sitepu
Keyword(s):  
Clinical Examination ◽  
Clinical Reasoning ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
Treatment Practice ◽  
Standard Patient ◽  
The Mean ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills ◽  
Academic Year

Backgroud: Clinical skills is one of competency as a doctor. Objective Structured Clinical Examination (OSCE) is an ideal way to assess clinical skills for undergraduated, graduated, and postdraduated clinical students. The low score in some OSCE station can be an input for teaching and curriculum improvement. This study aim to analyzed student competency achievement in first term in 2017/2018 academic year in  Fakultas Kedokteran Universitas HKBP Nommensen. Methods: This study was qualitative study with descriptive design. The sample was OSCE score in first term in 2017/2018 academic year. Student achievement was the mean score of every student in all station in OSCE. Competency achievement was the mean of students score for every competency in OSCE. Next, the stations was categorized in practice/ procedure skills station and clinical reasoning skills station. Skills achievement was got form the mean of score (in percent) of procedure skills and clinical reasoning station. Indept interview with students and lectures was held to knowed their perception about OSCE. Results: Students’ achievement in OSCE of first term academic year 2017/2018 was 62.4% for 2015’s students, and 64.6% for 2016’ students. The lowest competency achievement of 2015’s students was diagnosis and differential diagnosis. For the 2016’s students, it was farmacology treatment. Practice/ procedure skills achievement in OSCE of first term academic year 2017/2018 was 61.34% (2015’s students) and 74.4% (2016’s students). The clinical reasoning skills achievement was 62.80% (2015’s students), and 58.77% (2016’s students). Based on indept interview, the things that make student’s achievement low were the clinical reasoning ability of students was still low, the standard patient that involved in OSCE didn’t acted properly, the students’ knowledge about medicine and prescription was poor, and there were lot of learning schedules and learning subjects that students must did and learned. Conclusions:  Students’ achievement in OSCE of first term academic year 2017/2018 is need to  be improved.

scholarly journals The 3rd year Radiology Medical Student Clerkship Objective Structured Clinical Examination (OSCE)

MedEdPORTAL ◽  
2014 ◽  
Vol 10 (1) ◽  
Author(s):  
Jeffrey Brooks ◽  
Christina Lebedis ◽  
Kitt Shaffer ◽  
Stephanie Coleman
Keyword(s):  
Medical Student ◽  
Clinical Examination ◽  
Objective Structured Clinical Examination

scholarly journals Inter-rater reliability of wound care skills checklist in objective structured clinical examination

2016 ◽  
Vol 5 (1) ◽  
pp. 283
Author(s):  
Ina Laela Abdillah ◽  
Intansari Nurjannah
Keyword(s):  
Clinical Examination ◽  
Quantitative Research ◽  
Wound Care ◽  
Cross Sectional Study ◽  
Objective Structured Clinical Examination ◽  
Cross Sectional ◽  
Rater Reliability ◽  
School Of Nursing ◽  
Item Checklist ◽  
Kappa Value

Background: The wound care skills checklist in objective structured clinical examination (OSCE) should be valid and reliable. Thus, the reliability test of the wound care skills checklist is needed. Purpose of the study was to identify the reliability of the wound care skills checklist.Methods: This study is a descriptive non-experimental quantitative research with a cross-sectional study design. This study was conducted in the School of Nursing, Universitas Gadjah Mada, Indonesia. The number of respondents was 94 second-year students of this school of nursing. Inter-rater reliability was performed by 2 raters during OSCE. Kappa and Percent agreement (PA) were used to analyze the reliability of the checklist.Results: Inter-rater reliability of the wound care skills checklist is categorized as good based on kappa value (0.7613) and acceptable based on PA value (89.36%). The results of the twenty-two item checklist were divided into five categories. Sixteen of the twenty-two items on the wound care skills checklist are included in the first category in which kappa category (≥0.41) and PA (>70%) are acceptable. One item is in the second category which has unacceptable value of kappa and PA, one item is in the third category which has low kappa value (0.3974) and high PA (89.36%), one item is in the fourth category which has a kappa value of 0, and three items are in the fifth category which has negative kappa value.Conclusions: Inter-rater reliability of the wound care skills checklist OSCE in this nursing school can be categorized as good and acceptable.

scholarly journals Agreement between simulated patients and faculty: Assessment of communication skills during objective structured clinical examination

2019 ◽  
Vol 35 (6) ◽  
Author(s):  
Farheen Yousuf ◽  
Naveed Yousuf
Keyword(s):  
Communication Skills ◽  
Clinical Examination ◽  
Rating Scale ◽  
Pearson Correlation ◽  
Objective Structured Clinical Examination ◽  
Simulated Patients ◽  
Rater Reliability ◽  
Faculty Assessment ◽  
Medical College ◽  
Creative Commons

Objective: Ensuring competence in communication skills amongst trainees is essential in health professions education. Involving faculty members for the same is a challenge in Obstetrics and Gynecology (OBGYN) due to their clinical commitments. The present study compares scores of OBGYN faculty, non-OBGYN faculty and simulated patients (SPs) on communication skills of postgraduate trainees during formative Objective Structured Clinical Examination (OSCE). Methods: This is a psychometric study conducted in Feburary 2017 at the Aga Khan University Medical College (AKU-MC). All thirty-two postgraduate trainees of OBGYN gave consent. Each trainee was assessed by OBGYN faculty, non-OBGYN faculty and SP on communication skills at six stations using nine-point itemized rating-scale during formative OBGYN OSCE. The scores were reviewed using descriptive statistics, reliability was calculated using Cronbach’s alpha and inter-rater reliability was analyzed using Pearson correlation and intra-class correlation coefficient. Results: The score reliability of each of the examiners was >0.7. The mean scores showed that OBGYN faculty were most stringent while SPs were lenient examiners, however, non-OBGYN faculty scored in between. The inter-rater reliability among any two of the OBGYN, non-OBGYN and SP examiner was >0.84 using Pearson correlation and >0.9 using intra-class correlation.Conclusion: The SPs and non-OBGYN clinical faculty can also be used to assess communication and counseling skills on OBGYN OSCEs after required training as examiners. doi: https://doi.org/10.12669/pjms.35.6.1000 How to cite this:Yousuf F, Yousuf N. Agreement between simulated patients and faculty: Assessment of communication skills during objective structured clinical examination. Pak J Med Sci. 2019;35(6):1570-1574. doi: https://doi.org/10.12669/pjms.35.6.1000 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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