Effect of a Formative Objective Structured Clinical Examination on the Clinical Performance of Undergraduate Medical Students in a Summative Examination: A Randomized Controlled Trial

Alkhateeb, Nazdar Ezzaddin; Al-Dabbagh, Ali; Ibrahim, Mohammed; Al-Tawil, Namir G.

doi:10.1007/s13312-019-1641-0

Cited by 23 publications

(29 citation statements)

References 15 publications

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“…Studies on correlations between formative and summative OSCEs have reported conflicting findings [ 1 , 12 – 14 ]. Chisnall et al found that formative OSCEs had a positive predictive value of 92.5% for passing the summative OSCE.…”

Section: Discussionmentioning

confidence: 99%

“…Chisnall et al found that formative OSCEs had a positive predictive value of 92.5% for passing the summative OSCE. Although they have shown that formative OSCEs were associated with improved performance only for identical stations in subsequent summative OSCEs, there was an improvement in the passing rates in the summative exam in other stations as well [14].…”

Section: Plos Onementioning

confidence: 92%

“…The School of Medicine, Kuwait University, admits an average of 100 students every year and offers a 7-year undergraduate teaching program. The faculty curricula, for both preclinical and clinical programs, were reformed in 2005-2006, and consequently, problem-based learning was introduced [14].…”

Section: Methodsmentioning

confidence: 99%

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Factors predicting students’ performance in the final pediatrics OSCE

Rushood

Al‐Eisa

2020

PLoS ONE

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Background Objective Structured Clinical Examinations (OSCEs) have been used to assess the clinical competence of medical students for decades. Limited data are available on the factors that predict students' performance on the OSCEs. The aim of our study was to evaluate the factors predicting performance on the pediatrics final OSCE, including the timing of students' clerkship and their performance on the in-training OSCE and written examinations. Methods Grades in pediatrics for 3 consecutive academic years (2013-2016) were included. The average scores of the in-training OSCEs, written and final OSCEs and written exams were compared among the three years using the analysis of variance (ANOVA) test. The correlations between performance on the final OSCEs and the in-training OSCEs, in-training written exams and final written exams were studied using Spearman's Rho correlation test. The effect of the timing of the clerkship on the final OSCE performance was evaluated. Results A total of 286 students' records were included. There were 115 male students and 171 female students (M:F 1:1.5). There were strong positive correlations between students' performance on the in-training examinations (OSCE and written) and the final OSCE (correlation coefficients of 0.508 and 0.473, respectively). The final written exam scores were positively correlated with the final OSCEs (r = 0.448). There was no significant effect of the timing of the clerkship. Conclusions Students' performance on in-training examinations might predict their final OSCE scores. Thus, it is important to provide students with the necessary intervention at an early stage to reduce failure rates. The final OSCE performance does not seem to be affected by the timing of the clerkship.

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Section: Discussionmentioning

confidence: 99%

Section: Plos Onementioning

confidence: 92%

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Factors predicting students’ performance in the final pediatrics OSCE

Rushood

Al‐Eisa

2020

PLoS ONE

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“…Contents of each station were also reviewed by an external expert reviewer (who is a pharmacy practice staff with clinical experience). Formative OSCEs (see implementation phase below) were also used as a face validity check ( Alkhateeb et al, 2019 ). Following the review, the working group determined the resources and logistic support required for setting up each station.…”

Section: Methodsmentioning

confidence: 99%

“…The formative exam introduces the students to OSCE and reduces the stress they would have on the day of the summative exam. The formative-OSCE design involved a blueprint development that served as a guideline for the development and face-validation of the summative OSCE ( Alkhateeb et al, 2019 ). This also helped the OSCE working group to identify any potential problems that might occur.…”

Section: Methodsmentioning

confidence: 99%

Evolving to Objective Structured Clinical Exams (OSCE): Transitional experience in an undergraduate pharmacy program in Kuwait

Al‐Haqan

Al‐Taweel

Koshy

et al. 2021

Saudi Pharmaceutical Journal

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Background Objective Structured Clinical Exams (OSCEs) can assess professional competencies in a structured manner and facilitate objective evaluation of clinical performance. With limited data from the Eastern Mediterranean region, this study aims to describe the development, implementation, and evaluation of OSCEs for final year pharmacy students in Kuwait. The study also aims to compare students' performance in two academic years (2015–2016 and 2016–2017). Methods The design, implementation, and evaluation of the competency-based OSCE followed a 3-phase systematic evidence-based approach. The development phase involved establishing an OSCE working group to develop a blueprint and scoring rubrics and to organise assessors and standardised patient/physician training. The implementation phase involved conducting formative and summative OSCEs. The evaluation phase involved undertaking student and staff perception surveys. Results The overall students' OSCE scores for the academic years 2015–2016 and 2016–2017 were (median (interquartile range)) (71.6%, 32.2) and (60.0% (30.7)) and respectively (p < 0.0001). The average students' performance score was high in stations covering 'patient consultation and diagnosis' competency (71.4% (95% CI: 66.7–73.3)) and lower in stations covering 'monitoring of medicine therapy' competency (50.0% (95% CI: 33.3–66.7)). Students perceived stations covering 'monitoring medicines therapy' and 'assessment of medicine' as difficult. However, staff perceived stations related to 'patient consultation and diagnosis' competency as the easiest. Students reported that the OSCE was a positive experience as it provided them an opportunity to practice real life scenarios in a safe learning environment. Conclusion The OSCE helped to identify the level of competency of students prior to graduation and areas to improve in the curriculum.

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Evaluation of the implementation of the objective structured clinical examination in health sciences education from a low‐income context in Tunisia: A cross‐sectional study

Ben Amor,

Farhat,

Alinier

et al. 2024

Health Science Reports

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BackgroundObjective structured clinical examination (OSCE) is well‐established and designed to evaluate students' clinical competence and practical skills in a standardized and objective manner. While OSCEs are widespread in higher‐income countries, their implementation in low‐resource settings presents unique challenges that warrant further investigation.AimThis study aims to evaluate the perception of the health sciences students and their educators regarding deploying OSCEs within the School of Health Sciences and Techniques of Sousse (SHSTS) in Tunisia and their efficacity in healthcare education compared to traditional practical examination methods.MethodsThis cross‐sectional study was conducted in June 2022, focusing on final‐year Health Sciences students at the SHSTS in Tunisia. The study participants were students and their educators involved in the OSCEs from June 6th to June 11th, 2022. Anonymous paper‐based 5‐point Likert scale satisfaction surveys were distributed to the students and their educators, with a separate set of questions for each. Spearman, Mann–Whitney U and Krusakll–Wallis tests were utilized to test the differences in satisfaction with the OSCEs among the students and educators. The Wilcoxon Rank test was utilized to examine the differences in students' assessment scores in the OSCEs and the traditional practical examination methods.ResultsThe satisfaction scores were high among health sciences educators and above average for students, with means of 3.82 ± 1.29 and 3.15 ± 0.56, respectively. The bivariate and multivariate analyzes indicated a significant difference in the satisfaction between the students' specialities. Further, a significant difference in their assessment scores distribution in the practical examinations and OSCEs was also demonstrated, with better performance in the OSCEs.ConclusionOur study provides evidence of the relatively high level of satisfaction with the OSCEs and better performance compared to the traditional practical examinations. These findings advocate for the efficacy of OSCEs in low‐income countries and the need to sustain them.

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Effect of a Formative Objective Structured Clinical Examination on the Clinical Performance of Undergraduate Medical Students in a Summative Examination: A Randomized Controlled Trial

Cited by 23 publications

References 15 publications

Factors predicting students’ performance in the final pediatrics OSCE

Factors predicting students’ performance in the final pediatrics OSCE

Evolving to Objective Structured Clinical Exams (OSCE): Transitional experience in an undergraduate pharmacy program in Kuwait

Evaluation of the implementation of the objective structured clinical examination in health sciences education from a low‐income context in Tunisia: A cross‐sectional study

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