Comparing COEPA entrustment scale performance to traditionally graded content in a skills laboratory setting: A pilot study identifying assessment opportunities

Objective

To evaluate if assessment outcomes on content rubrics and prospective COEPA entrustment scales correspond in the skills laboratory setting.

Methods

Non-graded COEPA entrustment scales were added alongside traditional graded content rubrics for objective structured clinical exams (OSCEs) during fall 2023 skills laboratory offerings. COEPA scale levels were compared to content scores for OSCEs across three different skills laboratories at one institution. Descriptive statistics were used in the comparisons. The authors hypothesized that performance on the COEPA scale would correspond with performance on the content rubrics. A student whose COEPA scale level was below the compared content rubric score would be considered to be performing below the expected level. A student whose COEPA scale level was above the compared content rubric score would be considered to be performing above the expected level.

Results

A total of 134 students across three cohorts were assessed. Students scored below the expected score 23.4 % of the time and above the expected score 29.7 % of the time. However, the percentage varies widely by assessment for those below the expected COEPA level (1.8 to 46.7 %) and for those above the expected COEPA level (0 to 70.2 %).

Conclusions

While there was not consistent correspondence between content and COEPA scores across the skills laboratories, the entrustment scale offers a new data point to track learner development and progression towards experiential readiness while also providing more practical feedback. Additionally, the use of COEPA entrustment scales further demonstrates the gravity of some errors.