Impact of Formative Objective Structured Clinical Examination (OSCE) on Clinical Performance of Undergraduate Medical Students in Summative OSCE

Abstract

Objections: The purpose of this study was to investigate the impact of having a formative OSCE on clinical performance in the final main summative OSCE, as measured by grades, comparing students who attended the formative OSCE to those who did not. Methods: A retrospective observational study was carried out at New Giza University's School of Medicine in Egypt. A total of 228 Year 1 students participated in the study, and their data was collected, including formative attendance records, formative grades, and final OSCE grades. The data was subjected to both quantitative and qualitative analysis. Results: Attendance in formative OSCEs resulted in significantly higher percentage scores in both the module final OSCE and the total final OSCE than those who did not attend the formative. The number of formatives attended was connected with higher percentage scores on the OSCE grades in general. Formative OSCEs exhibited an 84.5%-91.3% positive predictive value for passing the summative OSCE. The final IM (Introductory module) OSCE grade and the total final OSCE grade had a substantial positive weak association. Conclusion: Formative OSCEs were linked to greater summative OSCE performance. Several formative OSCEs should be included throughout the year to improve medical students' performance in their first year.