Benchmarking the attainment of clinical competence

Malau-Aduli, Bunmi, Teague, Peta-Ann, Turner, Richard, D'Souza, Karen, Garne, David, and Wilson, Ian (2014) Benchmarking the attainment of clinical competence. In: Abstracts from 16th Ottawa Conference on the Assessment of Competence in Medicine and the Healthcare Professions, p. 48. From: OTTAWA 2014: 16th Ottawa Conference on the Assessment of Competence in Medicine and the Healthcare Professions, 25-29 April 2014, Ottawa, Ontario, Canada.

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Abstract

Background: The sharing of co-developed Objective Structured Clinical Examinations (OSCEs) by medical schools for the assessment of clinical competence could serve as a responsive and flexible means of entrenching assurance of high quality assessment processes. It has the added benefit of benchmarking and evaluating comparable competence standards.

Summary of Work: This study was undertaken to explore the feasibility of utilising shared OSCEs to benchmark clinical performance of students in four geographically dispersed Australian medical schools. Four shared OSCE stations were co-developed by the participating medical schools and embedded in the end of year examinations for the assessment of clinical performance in the early clinical phase of the course. Returned checklist, global and total scores from 1670 student results were then analysed using SAS analytical package to compare mean scores and clinical competence levels.

Summary of Results: Data analysis revealed similar clinical competence patterns in the performance of the medical students, indicating comparable standards. The degree of difficulty for the shared OSCE stations was largely similar for participating schools, although mean total student scores varied between schools.

Conclusions: Benefits of benchmarking are available to collaborating medical schools through identification of common curriculum areas requiring specific focus and the sharing of assessment approaches. Similarly, relative underperformance by a school in a particular assessment item may indicate deficiency that can be remediated in order to achieve comparability with its peers.

Take-home Messages: Sharing of assessment materials can provide common defensible, reliable, valid, robust and standardised assessments which in turn, enhance transparency and accountability.

Item ID: 39502
Item Type: Conference Item (Presentation)
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Date Deposited: 24 Jul 2015 02:33
FoR Codes: 11 MEDICAL AND HEALTH SCIENCES > 1199 Other Medical and Health Sciences > 119999 Medical and Health Sciences not elsewhere classified @ 50%
13 EDUCATION > 1301 Education Systems > 130103 Higher Education @ 50%
SEO Codes: 92 HEALTH > 9299 Other Health > 929999 Health not elsewhere classified @ 50%
93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930101 Learner and Learning Achievement @ 50%
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