Effects of examinee gender, standardized-patient gender, and their interaction on standardized patientsʼ ratings of examineesʼ interpersonal and communication skills

Colliver, Jerry A.; Vu, Nu Viet; Marcy, Michelle L.; Travis, Terry A.; Robbs, Randall

doi:10.1097/00001888-199302000-00013

Cited by 47 publications

(28 citation statements)

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“…However, the authors also found that the interaction was not significant when comparing mean scores on the written question exercise administered after SP encounters. For ratings of interpersonal and communication skills, male and female students performed equally well, regardless of the gender of the SP (Colliver et al, 1993). Rutala et al (1991) found a significant interaction between SP gender and student scores with female students receiving significantly higher scores for encounters with female SPs.…”

Section: Introductionmentioning

confidence: 98%

Investigating Gender-Related Construct-Irrelevant Components of Scores on the Written Assessment Exercise of a High-Stakes Certification Assessment

Boulet

McKinley

2005

Adv Health Sci Educ Theory Pract

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The ECFMG Ò Clinical Skills Assessment (CSA Ò ) was developed to evaluate whether graduates of international medical schools (IMGs) are ready to enter graduate training programs in the United States. The patient note (PN) exercise is specifically used to assess a candidate's ability to summarize and synthesize the data collected in a simulated patient interview. In a 1-year period, over 7700 first time takers completed the CSA, resulting in over 77,000 physician-based performance ratings. An initial pilot study indicated that, based solely on handwriting, the raters were able to correctly classify the gender of the candidate approximately 70% of the time. This result, combined with the fact that the notes are holistically scored, suggests that rating bias is possible. The purpose of this study was to investigate whether the gender of the candidate, the gender of the performing standardized patient, and the gender of the rater had any impact on scores. An analysis of covariance (ANCOVA) indicated that there was no significant interaction between candidate and rater gender. Female candidates significantly outperformed males, regardless of rater gender (p < 0.01, effect size ¼ 0.23). The results of this study suggest that, based on rater, SP, and candidate characteristics, the validity of the PN ratings is not compromised.

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Section: Introductionmentioning

confidence: 98%

Investigating Gender-Related Construct-Irrelevant Components of Scores on the Written Assessment Exercise of a High-Stakes Certification Assessment

Boulet

McKinley

2005

Adv Health Sci Educ Theory Pract

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“…The gender of the examiner as a possible factor of bias was evaluated in other studies. In some studies, female examiners tend to score higher [12, 13], whereas many other studies could not confirm a gender-related effect [14–16]. In contrast, other studies found that male examiners score female students higher [17].…”

Section: Introductionmentioning

confidence: 99%

Examiner effect on the objective structured clinical exam – a study at five medical schools

Schleicher¹,

Leitner²,

Juenger

et al. 2017

BMC Med Educ

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BackgroundThe Objective Structured Clinical Examination (OSCE) is increasingly used at medical schools to assess practical competencies. To compare the outcomes of students at different medical schools, we introduced standardized OSCE stations with identical checklists.MethodsWe investigated examiner bias at standardized OSCE stations for knee- and shoulder-joint examinations, which were implemented into the surgical OSCE at five different medical schools. The checklists for the assessment consisted of part A for knowledge and performance of the skill and part B for communication and interaction with the patient. At each medical faculty, one reference examiner also scored independently to the local examiner. The scores from both examiners were compared and analysed for inter-rater reliability and correlation with the level of clinical experience. Possible gender bias was also evaluated.ResultsIn part A of the checklist, local examiners graded students higher compared to the reference examiner; in part B of the checklist, there was no trend to the findings. The inter-rater reliability was weak, and the scoring correlated only weakly with the examiner’s level of experience. Female examiners rated generally higher, but male examiners scored significantly higher if the examinee was female.ConclusionsThese findings of examiner effects, even in standardized situations, may influence outcome even when students perform equally well. Examiners need to be made aware of these biases prior to examining.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-017-0908-1) contains supplementary material, which is available to authorized users.

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“…health professionals) will closely resemble their actual behavior in a clinical situation (Dresselhaus, Peabody, Luck, & Bertenthal, 2004;Jones, Gerrity, & Earp, 1990). Vignettes are often used as an effective and cheaper alternative to standardized patients (Colliver & Swartz, 1997;Colliver, Vu, Marcy, Travis, & Robbs, 1993) or direct observation (Glassman, Rolph, Petersen, Bradley, & Kravitz, 1996;Peabody, Luck, Glassman, Dresselhaus, & Lee, 2000). For many years, clinical vignettes have been seen as a useful tool for continuing professional development (Mettes et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

A systematic process for creating and appraising clinical vignettes to illustrate interprofessional shared decision making

Stacey

Brière

Robitaille

et al. 2014

Journal of Interprofessional Care

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Vignettes and written case simulations have been widely used by educators and health services researchers to illustrate plausible situations and measure processes in a wide range of practice settings. We devised a systematic process to create and appraise theory-based vignettes for illustrating an interprofessional approach to shared decision making (IP-SDM) for health professionals. A vignette was developed in six stages: (1) determine IP-SDM content elements; (2) choose true-to-life clinical scenario; (3) draft script; (4) appraise IP-SDM concepts illustrated using two evaluation instruments and an interprofessional concept grid; (5) peer review script for content validity; and (6) retrospective pre-/post-test evaluation of video vignette by health professionals. The vignette contained six scenes demonstrating the asynchronous involvement of five health professionals with an elderly woman and her daughter facing a decision about location of care. The script scored highly on both evaluation scales. Twenty-nine health professionals working in home care watched the vignette during IP-SDM workshops in English or French and rated it as excellent (n = 6), good (n = 20), fair (n = 0) or weak (n = 3). Participants reported higher knowledge of IP-SDM after the workshops compared to before (p < 0.0001). Our video vignette development process resulted in a product that was true-to-life and as part of a multifaceted workshop it appears to improve knowledge among health professionals. This could be used to create and appraise vignettes targeting IP-SDM in other contexts.

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Effects of examinee gender, standardized-patient gender, and their interaction on standardized patientsʼ ratings of examineesʼ interpersonal and communication skills

Abstract: Except for the women examinee's higher performance in personal manner, the men and women examinees generally performed equally well with respect to interpersonal and communication skills, and they performed equally well regardless of the gender of the SP.

Cited by 47 publications

References 0 publications

Investigating Gender-Related Construct-Irrelevant Components of Scores on the Written Assessment Exercise of a High-Stakes Certification Assessment

Investigating Gender-Related Construct-Irrelevant Components of Scores on the Written Assessment Exercise of a High-Stakes Certification Assessment

Examiner effect on the objective structured clinical exam – a study at five medical schools

A systematic process for creating and appraising clinical vignettes to illustrate interprofessional shared decision making

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