Assessment using objective structured clinical examination of skills acquisition regarding hyponatremia in medical students following different teaching methods

Abstract

Objectives: To assess the impact of teaching methods on skill acquisition in medical students, using an objective structured clinical examination (OSCE).

Methods: Observational study on medical students in France after training on hyponatremia using lecture course, individualized teaching without presentation, or reverse OSCE.

Results: We included 77 students. Their mean score ± standard deviation was 55 ± 15 points [2.5-90]. Students using the reverse OSCE scored significantly lower in both the test and the overall evaluation, although this teaching modality was preferred, even after adjustment for the year of study. A significant correlation between self-evaluation and test results was observed. Most students felt that the OSCE evaluation allows them to measure their level of learning.

Conclusion: The OSCE is an assessment method appreciated by medical students, but reverse OSCE were not associated with improved results at evaluation, although a possible bias due to center effect needs to be acknowledged.