KMID : 0381520080200030241
|
|
Korean Journal of Medical Education 2008 Volume.20 No. 3 p.241 ~ p.247
|
|
Effects of Rater¡¯s Presence in OSCE Station on Examinee¡¯s Scores and Performance
|
|
Bang Jae-Beum
|
|
Abstract
|
|
|
Purpose: It is uncertain whether the rater¡¯s presence during administration of the objective structured clinical examination (OSCE) has any impact on examinee performance. To clarify this issue, the effects of a rater¡¯s presence during testing on OSCE score and examinee responses were analyzed.
Methods: The OSCE comprised 24 stations of 12 duplicated cases. Twenty-eight of 83 fourth-year medical students were placed in four rater-absent stations (pediatrics, 2 stations; internal medicine, 2 stations). The scores of the rater-absent group were assessed after review of recorded videotapes. We obtained student responses on the rater¡¯s presence by means of a questionnaire. Statistical analysis (t-test) was performed using SPSS 14.0.
Results: The scores of the rater-absent group compared with the rater-present group were 78.57¡¾16.27 vs. 70.55¡¾19.57 (p=0.066) for pediatrics, 66.07¡¾14.74 vs. 64.36¡¾14.88 (p=0.621) for internal medicine, and 67.75¡¾5.43 vs. 69.13¡¾4.85 (p=0.099) for total score, respectively. Subjects in the rater-absent group felt that they were in a real-life clinical situation (p=0.013) and concentrated better (p=0.006), and more students requested to take the OSCE without a rater in the station (p=0.000) than those in rater-present group.
Conclusion: Although there was no significant difference in OSCE scores between the rater-absent and rater-present examinee groups, subjects at rater-absent stations felt more of a real clinical situation and could concentrate more effectively than those at rater-present stations. To this end, videotaped OSCE assessments should be considered to increase the validity of the examination.
|
|
KEYWORD
|
|
Clinicalcompetence, Educationalmeasurement
|
|
FullTexts / Linksout information
|
|
|
|
Listed journal information
|
|
|
|