Do OSCE assessments reflect clinical maturation of medical students? An evaluation of progression in core knowledge and competency domains

Malau-Aduli, Bunmi, Warnecke, Emma, Jose, Matthew, Burgess, John, Catchpole, Marianne, Turner, Richard, Cooling, Nick, Jones, Fiona, and Prentice, Louise (2013) Do OSCE assessments reflect clinical maturation of medical students? An evaluation of progression in core knowledge and competency domains. In: Abstracts from ANZAPHE 2013. 12846. p. 223. From: ANZAPHE 2013: Australia and New Zealand Association for Health Professional Eductators Conference, 24-27 June 2013, Melbourne, VIC, Australia.

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Abstract

Introduction/Background Application of knowledge in clinical settings can be assessed using several different methods. However, constructing an effective evaluation system for an educational program is a challenging task.

Purpose/Objectives In this study, we aimed to evaluate our medical curriculum by investigating medical students' progressive acquisition of core clinical competencies in their clinical years, using domain-based and behaviourally anchored checklist and global rating scales in the OSCE format.

Issues/Questions for exploration/Methodology Three collaboratively developed OSCE cases were administered in the 2012 end of year OSCEs to all 3rd, 4th and 5th year medical students. These OSCEs assessed core clinical competencies Year of study effect on checklist and global scores as well as competency scores were analysed using the multivariate analysis of variance.

Results Irrespective of year of study, the results showed similar patterns in student performance across the three OSCE stations. However, performance was significantly affected by year of study (p<0.01) and case difficulty (p<0.001).

Discussion There was a progressive increase in performance, with the more senior students obtaining higher checklist and global scores. They also demonstrated better performance in more complex clinical skills such as diagnostic skills and investigation plan.

Conclusions The use of domain-based and behaviourally anchored checklist and global rating scales enhance the validity of the OSCE in measuring progressive clinical competence. It also enables identification of problem areas and provides feedback to faculty on the efficacy of the curriculum.

Item ID: 39519
Item Type: Conference Item (Abstract / Summary)
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Date Deposited: 01 Oct 2015 03:54
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 @ 70%
93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930103 Learner Development @ 30%
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