The development, validity and reliability of a multimodality objective structured clinical examination in psychiatry

2005 ◽  
Vol 39 (3) ◽  
pp. 292-298 ◽  
Author(s):  
K Walters ◽  
D Osborn ◽  
P Raven
Keyword(s):  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Validity And Reliability

scholarly journals An Audit of the Medical Students’ Perceptions regarding Objective Structured Clinical Examination

2016 ◽  
Vol 2016 ◽  
pp. 1-4 ◽  
Author(s):  
Abidullah Khan ◽  
Maimoona Ayub ◽  
Zakir Shah
Keyword(s):  
Clinical Examination ◽  
Clinical Competence ◽  
Objective Structured Clinical Examination ◽  
Study Group ◽  
Validity And Reliability ◽  
Content Quality ◽  
Medical College ◽  
Similar Survey ◽  
Examination Methods

Objective. To record the perceptions of the final year MBBS students of Khyber Medical College (KMC) Peshawar regarding Objective Structured Clinical Examination (OSCE) conducted in the year 2016.Materials and Methods. This study was conducted in April 2016 which is in fact a reaudit of our similar survey done back in 2015. A total of 250 final year MBBS students participated by filling in a validated and pretested questionnaire already used by Russel et al. and Khan et al. in similar but separate studies including questions regarding exam content, quality of performance, OSCE validity and reliability, and so forth. The data was analyzed using SPSS version 20.Results. The study group comprised 160 (64%) males and 90 (36%) females. 220 (88%) stated that exam was fair and comprehensive; 94% believed OSCE was more stressful and mentally tougher. 96% of the students considered OSCE as valid and reliable and 87% were happy with its use in clinical competence assessment.Conclusion. Majority of students declared their final year OSCE as fair, comprehensive, standardized, less biased, and reliable format of examination but believed it was more stressful and mentally tougher than traditional examination methods.

scholarly journals Examining validity and reliability of Objective Structured Clinical Examination for evaluation of clinical skills of midwifery undergraduate students: a descriptive study

2019 ◽  
Author(s):  
Mitra Kolivand ◽  
Marzieh Esfandyari ◽  
Sousan Heydarpour
Keyword(s):  
Undergraduate Students ◽  
Clinical Examination ◽  
Clinical Evaluation ◽  
Clinical Course ◽  
Clinical Skills ◽  
Normal Pregnancy ◽  
Objective Structured Clinical Examination ◽  
Practical Skills ◽  
Validity And Reliability ◽  
The Mean

Abstract BACKGROUND: Clinical evaluation is one of the main pillars of medical education. The Objective Structured Clinical Examination is one of the commonly adopted practical tools to evaluate clinical and practical skills of medical students. Validity and reliability of the tool to evaluate clinical skills of midwifery undergraduate students in Kermanshah Midwifery Nursing School were examined. METHODS: Seven clinical skills were evaluated in this descriptive correlative study using a performance checklist. Thirty-two midwifery students performed the skills at seven stations each monitored by an observer using an evaluation checklist. Criterion-related validity was obtained through determining the correlation between the clinical courses point and the Objective Structured Clinical Evaluation score. The collected data was analyzed in SPSS (v.20) and logistic regression test. RESULTS: The correlation score of Objective Structured Clinical Examination was significantly related to the mean score of clinical course “Normal Pregnancy I” (0.319, p=0.075), the mean score of clinical course “Normal and Abnormal delivery I” (0.399, p=0.024), the mean score of clinical course “gynaecology “ (0.419, p=0.017) and total average scores(0.23, p=0.200). The correlation between the total score and mean score of students at the stations showed that out of the seven stations, the correlations of the stations three (communication and collecting medical history) and four (childbirth) were not significant. CONCLUSION: Although it appeared that Objective Structured Clinical Examination was one of the effective and efficient ways to evaluate clinical competencies and practical skills of students, the tool could not evaluate all the aspects.

scholarly journals A competency-based approach to pass/fail decisions in an objective structured clinical examination: An observational study

2020 ◽  
Author(s):  
Nazdar Ezzaddin Alkhateeb ◽  
Ali Al-Dabbagh ◽  
Yaseen Omar Mohammed ◽  
Mohammed Ibrahim
Keyword(s):  
Observational Study ◽  
Clinical Examination ◽  
Rasch Model ◽  
Careful Consideration ◽  
Objective Structured Clinical Examination ◽  
Validity And Reliability ◽  
High Stakes ◽  
Sufficient Degree ◽  
Competency Based ◽  
The Rasch Model

BackgroundAny high-stakes assessment that leads to an important decision requires careful consideration in determining whether a student passes or fails. This observational study conducted in Erbil, Iraq, in June 2018 proposes a defensible pass/fail decision based on the number of failed competencies.MethodsResults were obtained for 150 medical students on their final objective structured clinical examination. Cutoff scores and pass/fail decisions were calculated using the modified Angoff, borderline, borderline-regression and holistic methods. The results were compared with each other and with a new competency method using Cohen’s kappa. Rasch analysis was used to compare the consistency of competency data with Rasch model estimates.ResultsThe competency method resulted in 40 (26.7%) students failing, compared with 76 (50.6%), 37 (24.6%), 35 (23.3%) and 13 (8%) for the modified Angoff, borderline, borderline regression and holistic methods, respectively. The competency method demonstrated a sufficient degree of fit to the Rasch model (mean outfit and infit statistics of 0.961 and 0.960, respectively).Conclusionsthe competency method was more stringent in determining pass/fail, compared with other standard-setting methods, except for the modified Angoff method. The fit of competency data to the Rasch model provides evidence for the validity and reliability of pass/fail decisions.

scholarly journals Examining validity and reliability of Objective Structured Clinical Examination for evaluation of clinical skills of midwifery undergraduate students: a descriptive study

2020 ◽  
Author(s):  
Mitra Kolivand ◽  
Marzieh Esfandyari ◽  
sousan Heydarpour
Keyword(s):  
Undergraduate Students ◽  
Clinical Examination ◽  
Clinical Evaluation ◽  
Clinical Course ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
Practical Skills ◽  
Test Results ◽  
Validity And Reliability ◽  
The Mean

Abstract BACKGROUND: Clinical evaluation is one of the main pillars of medical education. The Objective Structured Clinical Examination is one of the commonly adopted practical tools to evaluate clinical and practical skills of medical students. The purpose of the study is to determine validity and reliability of Objective Structured Clinical Examination for evaluation of clinical skills of midwifery undergraduate students. METHODS : Seven clinical skills were evaluated in this descriptive correlative study using a performance checklist. Census method was used for sampling. Thirty-two midwifery students performed the skills at seven stations each monitored by an observer using an evaluation checklist. Criterion validity was obtained through determining the correlation between the clinical and theoretical courses point and the Objective Structured Clinical Evaluation score. The collected data was analyzed in SPSS (v.20) and logistic regression test. RESULTS: The correlation score of Objective Structured Clinical Examination was significantly related to the mean score of clinical course “Normal and Abnormal delivery I” (0.399, p=0.024) and the mean score of clinical course “gynaecology “ (0.419, p=0.017). There was no significant correlation between OSCE scores and the mean score of theoretical courses (0.23, p=0. 200). The correlation between the total score and mean score of students at the stations showed that out of the seven stations, the correlations of the stations three (communication and collecting medical history) and four (childbirth) were not significant. CONCLUSION: Although, it appeared that Objective Structured Clinical Examination was one of the effective and efficient ways to evaluate clinical competencies and practical skills of students, the tool could not evaluate all the aspects.

Objective Structured Clinical Examination (OSCE) als kompetenz­orientiertes Prüfungsinstrument in der pflegerischen Erstausbildung

Pflege ◽  
2016 ◽  
Vol 29 (4) ◽  
pp. 193-203 ◽  
Author(s):  
Angelika Beyer ◽  
Adina Dreier ◽  
Stefanie Kirschner ◽  
Wolfgang Hoffmann
Keyword(s):  
Clinical Examination ◽  
Objective Structured Clinical Examination

Zusammenfassung. Hintergrund: Aufgrund der demografischen und epidemiologischen Entwicklung wird die Vermittlung adäquater pflegerischer Kompetenzen in der pflegerischen Ausbildung zunehmend diskutiert. Kompetenzen sind in den Examina angemessen zu überprüfen. Hierfür haben sich international OSCEs bewährt. Ziel: Ziel der vorliegenden Analyse war die Ermittlung von Kompetenzen, die in pflegerischen Erstausbildungen mit OSCEs überprüft werden. Methodik: In internationalen Datenbanken wurden einschlägige Publikationen recherchiert. Analyse-Einschlusskriterium war die Nennung mindestens einer überprüften Kompetenz. Die Kompetenzen wurden – in Anlehnung an den «Fachqualifikationsrahmen Pflege für die hochschulische Bildung» – nach Wissen, Fertigkeiten und Haltung kategorisiert. Ergebnisse: 36 Artikel erfüllten das Einschlusskriterium. Relevante Studien stammen mehrheitlich aus Großbritannien (UK), Kanada und Australien. Es wurden insgesamt n = 166 Kompetenzen in allen Kategorien identifiziert, die anhand verschiedener Methoden gemessen wurden. Am häufigsten wurden Fertigkeiten überprüft. Dabei wurde der sichere Umgang mit Medikamenten am häufigsten thematisiert. Weitere wichtige Themen waren die Kommunikationskompetenz in Bezug auf PatientInnen und die Fähigkeit zur Selbsteinschätzung. Diskussion: Es werden sehr unterschiedliche Kompetenzen mit differenten Formaten per OSCE gemessen. OSCE ermöglichen eine Überprüfung sowohl auf individueller als auch institutioneller Ebene, also sowohl für die Lehre als auch das Gelernte. Weiterer Forschungsbedarf wird festgestellt.

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