Perceived and actual value of Student-led Objective Structured Clinical Examinations

IF 1.4 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher Pub Date : 2024-03-01 DOI:10.1111/tct.13754

Brandon Stretton, Adam Montagu, Aline Kunnel, Jenni Louise, Nathan Behrendt, Joshua Kovoor, Stephen Bacchi, Josephine Thomas, Ellen Davies

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引用次数: 0

Abstract

Introduction

Student-led Objective Structured Clinical Examinations (OSCEs) provide formative learning opportunities prior to Faculty-led OSCEs. It is important to undertake quality assurance measurements of peer-led assessments because, if they are found to be unreliable and invalid, they may have detrimental impacts. The objectives of this study were to explore and evaluate Student-led OSCEs hosted by fifth-year medical students.

Methods

Student-led OSCE results were analysed to examine reliability (Cronbach's alpha). The relationship between Student-led and Faculty-led OSCEs was evaluated using linear regression. Qualitative data were acquired by survey and semi-structured interviews and were analysed using an inductive content analysis approach.

Results

In total, 85 (94%) of 91 eligible students consented to study participation. Student-led OSCEs had a low-moderate reliability [Cronbach alpha = 0.47 (primary care) and 0.61 (human reproduction/paediatrics) (HRH)]. A statistically significant, positive relationship between Student-led and Faculty-led OSCE results was observed. Faculty-led OSCE grades increased by 0.49 (95% CI: 0.18, 0.80) to 1.09 (95% CI: 0.67, 1.52), for each percentage increase in Student-led OSCE result. Student-led OSCE participants highly valued the authentic peer-assessed experience. Reported benefits included a reduction of perceived stress and anxiety prior to Faculty-led OSCEs, recognition of learning gaps, contribution to overall clinical competency and facilitation of collaboration between peers.

Discussion

Student-led OSCEs are moderately reliable and can predict Faculty-led OSCE performance. This form of near-peer assessment encourages the metacognitive process of reflective practice and can be effectively implemented to direct further study. Faculties should collaborate with their student bodies to facilitate Student-led OSCEs and offer assistance to improve the quality, and benefits, of these endeavours.

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查看原文本刊更多论文

学生主导的客观结构化临床考试的认知价值和实际价值。

简介学生主导的客观结构化临床考试（OSCE）在教师主导的 OSCE 考试之前提供了形成性学习的机会。对学生主导的评估进行质量保证测量非常重要，因为如果发现评估不可靠或无效，可能会产生不利影响。本研究旨在探讨和评估由五年级医学生主持的学生主导型 OSCE：对学生主导的 OSCE 结果进行了分析，以检验其可靠性（Cronbach's alpha）。使用线性回归法评估了学生主导的 OSCE 与教师主导的 OSCE 之间的关系。定性数据通过调查和半结构式访谈获得，并采用归纳内容分析法进行分析：在 91 名符合条件的学生中，共有 85 名（94%）同意参与研究。学生主导的 OSCE 具有中低度可靠性[Cronbach alpha = 0.47（初级保健）和 0.61（人类生殖/儿科）（HRH）]。学生主导的 OSCE 成绩与教师主导的 OSCE 成绩之间存在统计学意义上的正相关关系。学生主导的 OSCE 成绩每增加一个百分点，教师主导的 OSCE 成绩就会增加 0.49 (95% CI: 0.18, 0.80) 至 1.09 (95% CI: 0.67, 1.52)。学生主导的 OSCE 参与者高度评价了真实的同伴互评体验。据报告，学生主导 OSCE 的益处包括减少了在教师主导 OSCE 之前的压力和焦虑感、认识到了学习差距、提高了整体临床能力以及促进了同行之间的合作：学生主导的 OSCE 具有一定的可靠性，可以预测教师主导的 OSCE 成绩。这种近似同侪评估的形式鼓励了反思性实践的元认知过程，可以有效地指导进一步的学习。各学院应与学生团体合作，促进学生主导的OSCE，并提供帮助，以提高这些努力的质量和效益。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Clinical Teacher MEDICINE, RESEARCH & EXPERIMENTAL-

CiteScore

2.90

自引率

5.60%

发文量

113

期刊介绍： The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.