Formative assessment scores in tutorial sessions correlates with OSCE and progress testing scores in a PBL medical curriculum

Couto, Lucélio Bernardes; Durand, M; Wolff, Amora C. D.; Restini, Carolina Baraldi Araújo; Faria, Milton; Romão, Gustavo Salata; Bestetti, Reinaldo B.

doi:10.1080/10872981.2018.1560862

Cited by 15 publications

(12 citation statements)

References 39 publications

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“…Our findings of strong correlations of the final OSCE with the written exam component are consistent with previous studies [3,8,[18][19][20]. This correlation emphasizes the importance of having a good knowledge base when taking the OSCE.…”

Section: Plos Onesupporting

confidence: 92%

“…Couto et al reported positive correlations between the summative OSCE and formative assessments, including assessments done during PBL sessions [19]. In addition, a study evaluating the predictors of OSCE performance, concluded that students who took a practice National Board of Medical Examiner (NBME) shelf exam did better on both their shelf exam and OSCE [20].…”

Section: Plos Onementioning

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: Plos Onesupporting

confidence: 92%

Section: Plos Onementioning

confidence: 99%

Factors predicting students’ performance in the final pediatrics OSCE

Rushood

Al‐Eisa

2020

PLoS ONE

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“…In the present research, it was demonstrated that the student's performance in the various assessments can be proportional to their performances in the OSCE, with a statistically ISSN 1822-7864 (Print) ISSN 2538-7111 (Online) https://doi.org/10.33225/pec/20.78.674 significant correlation. Our results corroborate the data from the study of Couto (2019) who demonstrated that assessment strategies in problem-based learning (PBL) approach, including Formative Assessment, Progress Testing and OSCE have positive correlations, which increases as the medical course becomes more complex (Couto et al, 2019).…”

Section: Discussionsupporting

confidence: 89%

Objective Structured Clinical Examination (Osce) as a Reliable Evaluation Strategy: Evidence From a Brazilian Medical School

Castellani

Quintanilha

Arriaga

et al. 2020

PEC

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The new curriculum of medical schools has brought the need to develop a professional committed to ethics, capable of understanding the role of social factors, the insertion of the individual into the family and their role in promoting health. These skills and the use of new methodologies in teaching-learning process have demonstrated that the traditional performance assessment methods are limited in holistically evaluating the student. This study analyzed the correlation among different methods for evaluating competencies in medical internship students and Objective Structured Clinical Examination (OSCE). A cross-sectional, descriptive and analytical study was performed among 5th year medical students at Pediatric, Surgery, Medical Clinic, Family and Community Medicine and Gynecology and Obstetrics. Grades of each student obtained through different evaluations (theoretical test, conceptual evaluation and test skills) at the end of each rotation were correlated with the individual results from OSCE. In regard to correlations with the OSCE score values, it was found a weak to moderate positive and statistically significant relationship with the global cognitive score (r= .22, p< .001), global abilities score (r= .26, p< .001) and with the global behavioral score (r= .38, p< .001). The students' performance in the various assessments of performance evaluated here was positively correlated to their performance on OSCE. Furthermore, the organization of an OSCE-type assessment prepared in multiple, committed and competent hands may serve as a unique assessment and, in fact, assess the development of clinical skills for future doctors. Keywords: educational measurements, higher education, medical education, objective structured clinical examination

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“…One possible reason for this is the lack of opportunities to use such skills. For example, medical students are not permitted to perform emergency response such as advanced life support alone [19] [20]. As medical students should acquire these basic clinical competencies after medical doctor certification, some educational method for compensating the gap is warranted [21].…”

Section: Plos Onementioning

confidence: 99%

Relationships between objective structured clinical examination, computer-based testing, and clinical clerkship performance in Japanese medical students

et al. 2020

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Background It is unclear how comprehensive evaluations conducted prior to clinical clerkships (CC), such as the objective structured clinical examination (OSCE) and computer-based testing (CBT), reflect the performance of medical students in CC. Here we retrospectively analyzed correlations between OSCE and CBT scores and CC performance. Methods Ethical approval was obtained from our institutional review board. We analyzed correlations between OSCE and CBT scores and CC performance in 94 medical students who took the OSCE and CBT in 2017 when they were 4th year students, and who participated in the basic CC in 2018 when they were 5th year students. Results Total scores for OSCE and CBT were significantly correlated with CC performance (P<0.001, each). More specifically, medical interview and chest examination components of the OSCE were significantly correlated with CC performance (P = 0.001, each), while the remaining five components of the OSCE were not. Conclusion Our findings suggest that the OSCE and CBT play important roles in predicting CC performance in Japanese medical education context. Among OSCE components, medical interview and chest examination were suggested to be important for predicting CC performance.

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Formative assessment scores in tutorial sessions correlates with OSCE and progress testing scores in a PBL medical curriculum

Cited by 15 publications

References 39 publications

Factors predicting students’ performance in the final pediatrics OSCE

Factors predicting students’ performance in the final pediatrics OSCE

Objective Structured Clinical Examination (Osce) as a Reliable Evaluation Strategy: Evidence From a Brazilian Medical School

Relationships between objective structured clinical examination, computer-based testing, and clinical clerkship performance in Japanese medical students

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