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Use of an objective structured clinical examination in evaluating student performance.
Fam Med. 1998 May; 30(5):338-44.FM

Abstract

BACKGROUND AND OBJECTIVES

The objective structured clinical exam (OSCE) is increasingly being used to evaluate student clinical performance. However, scant literature exists pertinent to this approach in evaluating family medicine clerkship performance. In this study, we assess 8 years' experience with a family medicine clerkship OSCE.

METHODS

Eight annual clerkship OSCEs and the performance of 696 students are described. Comparisons of faculty evaluation, written exam, and OSCE performance are made for 335 students. Post-OSCE student and faculty feedback regarding OSCE validity and utility is also presented.

RESULTS

Student performance is highest in medical history taking and physical examination and lowest in information-sharing stations. OSCE results appear to be relatively consistent on a year-to-year basis. OSCE, faculty evaluation, and written exam results have low overall levels of correlation, particularly in assessing performance that differs substantially from the mean. Students and faculty agree that the OSCE experience reflects skills that students should possess, but there is less agreement that the OSCE reflects clerkship-related learning and actual student performance. Both students and faculty derive insight from the OSCE regarding the definition of specific learning needs.

CONCLUSIONS

The family medicine clerkship OSCE we describe appears to provide consistent measures of student performance. Although content validity is high, further assessment is needed to assure construct validity. The OSCE experience provides students with a rich resource for defining clerkship-related learning needs. Study results strongly suggest that OSCEs, faculty evaluations, and written exams provide differing measures of student performance. The reasons for these differences merit further exploration.

Authors+Show Affiliations

Prislin MD
Department of Family Medicine, University of California, Irvine, USA. mdprisli@uci.edu
Fitzpatrick CF
No affiliation info available
Lie D
No affiliation info available
Giglio M
No affiliation info available
Radecki S
No affiliation info available
Lewis E
No affiliation info available

MeSH

Clinical ClerkshipClinical CompetenceEducational MeasurementFamily PracticeHumansMedical History TakingPhysical ExaminationPhysician-Patient Relations

Pub Type(s)

Journal Article
Research Support, U.S. Gov't, P.H.S.

Language

eng

PubMed ID

9597531

Citation

Prislin, M D., et al. "Use of an Objective Structured Clinical Examination in Evaluating Student Performance." Family Medicine, vol. 30, no. 5, 1998, pp. 338-44.
Prislin MD, Fitzpatrick CF, Lie D, et al. Use of an objective structured clinical examination in evaluating student performance. Fam Med. 1998;30(5):338-44.
Prislin, M. D., Fitzpatrick, C. F., Lie, D., Giglio, M., Radecki, S., & Lewis, E. (1998). Use of an objective structured clinical examination in evaluating student performance. Family Medicine, 30(5), 338-44.
Prislin MD, et al. Use of an Objective Structured Clinical Examination in Evaluating Student Performance. Fam Med. 1998;30(5):338-44. PubMed PMID: 9597531.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Use of an objective structured clinical examination in evaluating student performance. AU - Prislin,M D, AU - Fitzpatrick,C F, AU - Lie,D, AU - Giglio,M, AU - Radecki,S, AU - Lewis,E, PY - 1998/5/23/pubmed PY - 1998/5/23/medline PY - 1998/5/23/entrez SP - 338 EP - 44 JF - Family medicine JO - Fam Med VL - 30 IS - 5 N2 - BACKGROUND AND OBJECTIVES: The objective structured clinical exam (OSCE) is increasingly being used to evaluate student clinical performance. However, scant literature exists pertinent to this approach in evaluating family medicine clerkship performance. In this study, we assess 8 years' experience with a family medicine clerkship OSCE. METHODS: Eight annual clerkship OSCEs and the performance of 696 students are described. Comparisons of faculty evaluation, written exam, and OSCE performance are made for 335 students. Post-OSCE student and faculty feedback regarding OSCE validity and utility is also presented. RESULTS: Student performance is highest in medical history taking and physical examination and lowest in information-sharing stations. OSCE results appear to be relatively consistent on a year-to-year basis. OSCE, faculty evaluation, and written exam results have low overall levels of correlation, particularly in assessing performance that differs substantially from the mean. Students and faculty agree that the OSCE experience reflects skills that students should possess, but there is less agreement that the OSCE reflects clerkship-related learning and actual student performance. Both students and faculty derive insight from the OSCE regarding the definition of specific learning needs. CONCLUSIONS: The family medicine clerkship OSCE we describe appears to provide consistent measures of student performance. Although content validity is high, further assessment is needed to assure construct validity. The OSCE experience provides students with a rich resource for defining clerkship-related learning needs. Study results strongly suggest that OSCEs, faculty evaluations, and written exams provide differing measures of student performance. The reasons for these differences merit further exploration. SN - 0742-3225 UR - https://www.unboundmedicine.com/medline/citation/9597531/Use_of_an_objective_structured_clinical_examination_in_evaluating_student_performance_ DB - PRIME DP - Unbound Medicine ER -