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Sharing of information by students in an objective structured clinical examination.
Arch Intern Med. 1991 Mar; 151(3):541-4.AI

Abstract

Increasing numbers of medical schools are using Objective Structured Clinical Examinations (OSCEs) to evaluate students. An Objective Structured Clinical Examination employs a multiple-station format and standardized patients to document students' clinical skills. A lengthy format is necessary; testing an entire class often necessitates multiple repetitions of the same examination. This dictates a need to minimize sharing of information among students. We studied six administrations of an Objective Structured Clinical Examination designed to measure skills. Analyses were conducted to detect changes in scores over the administrations as well as over the 8.5 hours of each day of testing. An increase in either might indicate information sharing had occurred. No significant increase occurred. If information was shared, it had no significant effect on scores. Skills a student uses to approach a patient should not change even if the patient's complaints are known.

Authors+Show Affiliations

Rutala PJ
Department of Internal Medicine, College of Medicine, University of Arizona, Tucson 85724.
Witzke DB
No affiliation info available
Leko EO
No affiliation info available
Fulginiti JV
No affiliation info available
Taylor PJ
No affiliation info available

MeSH

Clinical ClerkshipClinical CompetenceCuesEducational MeasurementHumansReproducibility of ResultsSchools, MedicalStudents, MedicalTime Factors

Pub Type(s)

Journal Article

Language

eng

PubMed ID

2001137

Citation

Rutala, P J., et al. "Sharing of Information By Students in an Objective Structured Clinical Examination." Archives of Internal Medicine, vol. 151, no. 3, 1991, pp. 541-4.
Rutala PJ, Witzke DB, Leko EO, et al. Sharing of information by students in an objective structured clinical examination. Arch Intern Med. 1991;151(3):541-4.
Rutala, P. J., Witzke, D. B., Leko, E. O., Fulginiti, J. V., & Taylor, P. J. (1991). Sharing of information by students in an objective structured clinical examination. Archives of Internal Medicine, 151(3), 541-4.
Rutala PJ, et al. Sharing of Information By Students in an Objective Structured Clinical Examination. Arch Intern Med. 1991;151(3):541-4. PubMed PMID: 2001137.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Sharing of information by students in an objective structured clinical examination. AU - Rutala,P J, AU - Witzke,D B, AU - Leko,E O, AU - Fulginiti,J V, AU - Taylor,P J, PY - 1991/3/1/pubmed PY - 1991/3/1/medline PY - 1991/3/1/entrez SP - 541 EP - 4 JF - Archives of internal medicine JO - Arch Intern Med VL - 151 IS - 3 N2 - Increasing numbers of medical schools are using Objective Structured Clinical Examinations (OSCEs) to evaluate students. An Objective Structured Clinical Examination employs a multiple-station format and standardized patients to document students' clinical skills. A lengthy format is necessary; testing an entire class often necessitates multiple repetitions of the same examination. This dictates a need to minimize sharing of information among students. We studied six administrations of an Objective Structured Clinical Examination designed to measure skills. Analyses were conducted to detect changes in scores over the administrations as well as over the 8.5 hours of each day of testing. An increase in either might indicate information sharing had occurred. No significant increase occurred. If information was shared, it had no significant effect on scores. Skills a student uses to approach a patient should not change even if the patient's complaints are known. SN - 0003-9926 UR - https://www.unboundmedicine.com/medline/citation/2001137/Sharing_of_information_by_students_in_an_objective_structured_clinical_examination_ DB - PRIME DP - Unbound Medicine ER -