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Evaluation of outcomes of a formative objective structured clinical examination for second-year UK medical students.
Int J Med Educ. 2015 Jun 21; 6:76-83.IJ

Abstract

OBJECTIVE

To explore how formative OSCEs influence student performance and perception when undertaking summative OSCEs.

METHODS

We introduced formative OSCEs for second-year medical students at a large London medical school. Examination data from both formative and subsequent summative OSCEs were analysed to determine the effect on summative OSCE performance. We gathered student perceptions using an anonymous online survey tool. The data was investigated using a standard scale of 1 to 5 and qualitative analysis of free text.

RESULTS

Overall, 46.6% and 85.0% of students passed the formative and summative OSCEs respectively. Formative OSCEs did not improve overall pass rates in summative OSCEs. Inclusion of an individual formative station was associated with improved performance in that station in summative OSCEs, with one exception. Formative OSCEs had a positive predictive value of 92.5% for passing the summative OSCE but limited negative predictive value. Students who passed fewer than two out of three formative OSCE stations were significantly more likely to fail the summative OSCE (78.2% vs 89.7%, p <0.001). Students felt formative OSCEs were good exam preparation and suggested logistical changes.

CONCLUSIONS

Formative OSCEs were associated with improved performance in subsequent summative OSCEs only for identical stations. They did not improve overall pass rates in summative OSCEs, and did not predict performance well. Students viewed the formative OSCE as a positive and useful activity. However, to maximise its benefit as a tool for learning, students need better communication about the role and purpose of formative OSCEs.

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Authors+Show Affiliations

Chisnall B
GKT School of Medical Education, Faculty of Life Sciences and Medicine, King's College London,UK.
Vince T
GKT School of Medical Education, Faculty of Life Sciences and Medicine, King's College London,UK.
Hall S
Cardiff School of Biosciences, The Sir Martin Evans Building, Museum Avenue, UK.
Tribe R
GKT School of Medical Education, Faculty of Life Sciences and Medicine, King's College London,UK.

MeSH

Clinical CompetenceEducation, Medical, UndergraduateEducational MeasurementFemaleHumansMalePerceptionPhysical ExaminationStudents, MedicalSurveys and QuestionnairesUnited Kingdom

Pub Type(s)

Journal Article
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

26094249

Citation

Chisnall, Ben, et al. "Evaluation of Outcomes of a Formative Objective Structured Clinical Examination for Second-year UK Medical Students." International Journal of Medical Education, vol. 6, 2015, pp. 76-83.
Chisnall B, Vince T, Hall S, et al. Evaluation of outcomes of a formative objective structured clinical examination for second-year UK medical students. Int J Med Educ. 2015;6:76-83.
Chisnall, B., Vince, T., Hall, S., & Tribe, R. (2015). Evaluation of outcomes of a formative objective structured clinical examination for second-year UK medical students. International Journal of Medical Education, 6, 76-83. https://doi.org/10.5116/ijme.5572.a534
Chisnall B, et al. Evaluation of Outcomes of a Formative Objective Structured Clinical Examination for Second-year UK Medical Students. Int J Med Educ. 2015 Jun 21;6:76-83. PubMed PMID: 26094249.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Evaluation of outcomes of a formative objective structured clinical examination for second-year UK medical students. AU - Chisnall,Ben, AU - Vince,Tushar, AU - Hall,Sarah, AU - Tribe,Rachel, Y1 - 2015/06/21/ PY - 2015/01/19/received PY - 2015/06/06/accepted PY - 2015/6/22/entrez PY - 2015/6/22/pubmed PY - 2015/9/12/medline KW - Formativ KW - OSCE KW - assessment KW - clinical skills KW - summative SP - 76 EP - 83 JF - International journal of medical education JO - Int J Med Educ VL - 6 N2 - OBJECTIVE: To explore how formative OSCEs influence student performance and perception when undertaking summative OSCEs. METHODS: We introduced formative OSCEs for second-year medical students at a large London medical school. Examination data from both formative and subsequent summative OSCEs were analysed to determine the effect on summative OSCE performance. We gathered student perceptions using an anonymous online survey tool. The data was investigated using a standard scale of 1 to 5 and qualitative analysis of free text. RESULTS: Overall, 46.6% and 85.0% of students passed the formative and summative OSCEs respectively. Formative OSCEs did not improve overall pass rates in summative OSCEs. Inclusion of an individual formative station was associated with improved performance in that station in summative OSCEs, with one exception. Formative OSCEs had a positive predictive value of 92.5% for passing the summative OSCE but limited negative predictive value. Students who passed fewer than two out of three formative OSCE stations were significantly more likely to fail the summative OSCE (78.2% vs 89.7%, p <0.001). Students felt formative OSCEs were good exam preparation and suggested logistical changes. CONCLUSIONS: Formative OSCEs were associated with improved performance in subsequent summative OSCEs only for identical stations. They did not improve overall pass rates in summative OSCEs, and did not predict performance well. Students viewed the formative OSCE as a positive and useful activity. However, to maximise its benefit as a tool for learning, students need better communication about the role and purpose of formative OSCEs. SN - 2042-6372 UR - https://www.unboundmedicine.com/medline/citation/26094249/Evaluation_of_outcomes_of_a_formative_objective_structured_clinical_examination_for_second_year_UK_medical_students_ DB - PRIME DP - Unbound Medicine ER -