Cultural influences and the Objective Structured Clinical Examination

Baugh, Reginald F.; Baugh, Aaron D.

doi:10.5116/ijme.5ff9.b817

Cited by 2 publications

(7 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Open access and ( 2) training in cultural competency and (3) unconscious bias education for faculty and examiners. [11][12][13][14][15][16][17] We included data from one of the largest UK medical schools, with a typical year group size of 400 medical students. In Central London, medical schools attract a diverse population, with high proportions of non-white students.…”

Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

“…Examples include expanding access to medical school for non-white students at both entry into and through the programme. At the entry stage, the changes include Widening Participation programmes, and during the programme, through a process of (1) rethinking and reframing the medical curricula in collaboration with students (eg, decolonising the curriculum programmes) and (2) training in cultural competency and (3) unconscious bias education for faculty and examiners 11–17…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Changing trends in ethnicity and academic performance: observational cohort data from a UK medical school

et al. 2022

View full text Add to dashboard Cite

ObjectiveQuantify differential attainment by ethnicity in undergraduate medical assessments and evaluate whether institutional efforts to reduce the attainment gap have had impact.DesignObservational cohort study.SettingA single UK MBBS medical programme.ParticipantsPseudonymised data of adults aged ≥18 years enrolled in one of the UK MBBS medical programmes between 2012 and 2018. Ethnicity was self-declared during enrolment as White, Asian, Black, mixed and other.Main outcome measureModule mark (distinction, merit, pass, fail) graded according to a variety of assessments, including single best answer examinations, objective structured clinical examinations and coursework submissions. All modular assessments are graded as a percentage. Logistic regression models were used to calculate relative risk ratio to study the association between ethnicity and attainment gap over a calendar and scholastic year. Models were adjusted for age, gender, social deprivation and scholastic year of study.Results3714 student records were included. In the sample, 2134 students (57%) were non-white. The proportion of non-white students increased from 2007 (49%) to 2018 (70%). Mean age was 18 (IQR 18–21) and 56.6% were females. Higher proportion of non-white students 218 (24.8%) were from more deprived backgrounds versus white 76 (14.8%). Compared with non-white, there were no significant differences in the proportion of students failing assessments. However, white students were more likely to achieve merit (relative risk ratio 1.29 (95% CI 1.08 to 1.45)) or distinction (1.69 (95% CI 1.37 to 2.08)). Differences in attainment gap have remained unchanged over time, and for black students, attainment gap grew between their first and final year of study.ConclusionA similar proportion (97%) of non-white and white students had a passing score, but attainment gap for higher grades persists over years despite widespread efforts in medical schools to diminish the attainment gap linked to ethnicity. Our findings are from a single institution, thus affecting generalisability.

show abstract

Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Changing trends in ethnicity and academic performance: observational cohort data from a UK medical school

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Hence, nurse educators must design IB educational activities to prepare new nurses and nurse practitioners when caring for diverse individuals. However, efforts to reduce culturally discordant student-SP interactions and improve the real-life cultural portrayal of health care encounters during an OSCE have been largely ineffective (Baugh & Baugh, 2021). Baugh and Baugh (2021) state that SPs who inadequately portray a cultural situation because of their cultural values and IB, expressed as nonverbal cues, can lead students to erroneous interpretation of situations and inappropriate decision-making.…”

Section: Introductionmentioning

confidence: 99%

“…However, efforts to reduce culturally discordant student-SP interactions and improve the real-life cultural portrayal of health care encounters during an OSCE have been largely ineffective (Baugh & Baugh, 2021). Baugh and Baugh (2021) state that SPs who inadequately portray a cultural situation because of their cultural values and IB, expressed as nonverbal cues, can lead students to erroneous interpretation of situations and inappropriate decision-making. Therefore, nurse educators must support ANP students' learning during the OSCE, particularly in instances where students and patients are of different backgrounds.…”

Section: Introductionmentioning

confidence: 99%

“…Although IB education is not a requirement in nursing education (Gatewood et al, 2019), increased awareness can benefit culturally diverse students, nurse educators, and SPs by helping to ensure a psychologically safe, collaborative, and interactive teaching-learning activity. Differences in the attitudes of students, SPs, and evaluators can also affect learning outcomes (Baugh & Baugh, 2021). Therefore, a bias-free OSCE evaluation can increase the rigorous process by reducing errors, for example, the halo effect, whereby the evaluator assumes that a positive behavior in one competency evaluation will lead to a favorable result in another (Billings & Halstead, 2020).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Increasing Cultural Awareness in the Advanced Nursing Practice Program Through Active Learning

Franco-Tantuico

Pajaro

2023

Nurs Educ Perspect

View full text Add to dashboard Cite

As student cultural diversity increases in higher education, educators must implement bias-free evaluations and active learning activities. The objective structured clinical examination (OSCE), an active learning strategy where simulated patients role-play specific clinical scenarios, can be part of the advanced nursing practice (ANP) educational program for either formative or summative competencies evaluation. This article describes active learning and theatrical techniques used in a grant-funded workshop to increase cultural awareness among ANP students, nurse educators, and simulated patients. The participants’ increased understanding of their potential biases can create a psychologically safe and bias-free OSCE for culturally diverse students.

show abstract

Cultural influences and the Objective Structured Clinical Examination

Cited by 2 publications

References 36 publications

Changing trends in ethnicity and academic performance: observational cohort data from a UK medical school

Changing trends in ethnicity and academic performance: observational cohort data from a UK medical school

Increasing Cultural Awareness in the Advanced Nursing Practice Program Through Active Learning

Contact Info

Product

Resources

About