The Influence of Examiner Type on Dental Students’ OSCE Scores

Abstract

The purpose of this study was to evaluate the difference in grading of objective structured clinical examinations (OSCEs) at Harvard School of Dental Medicine (HSDM) by full-time faculty examiners, part-time faculty examiners, and postgraduate resident examiners. The OSCE is an evaluation of clinical competence and is used as a multidisciplinary examination at HSDM. Two examiners are selected for each of ten disciplines. Evaluators meet to review the case before the OSCE is given, and faculty examiners are given the opportunity to write exam questions based on the students' expected level of knowledge and ability. All examiners also meet on the day of the OSCE to review the case and discuss relevant issues. Students are randomly assigned to examiners and meet with one examiner at a time in each discipline during the examination. Analysis of OSCE scores on four exams given to HSDM students between 2012 and 2013 suggests that part-time faculty members tended to score students signiicantly higher than full-time faculty members or postgraduate residents. This may be a result of reduced contact time between students and the part-time faculty although it may also point to a need for more efforts in calibration of the part-time faculty members who take part in the OSCE.

Examiner seniority and experience are associated with bias when scoring communication, but not examination, skills in objective structured clinical examinations in Australia

“…Furthermore, communication skills are reported to be closely bound to self-concept, self-esteem, and personal style, and may be further affected by examiner bias as a result [ 9 ]. In keeping with our results, Park et al [ 10 ] reported that examiners who had greater academic experience, and therefore presumably higher exposure to administering examinations as part of their educational role, tended to give significantly lower OSCE marks than those awarded by parttime faculty. Similarly, other studies employing OSCE-type assessment models have found that clinical experience (i.e., seniority) did not necessarily imply consistency and fairness when awarding marks [ 2 ].…”

Assesment of Skill and Competence in Dental Education II: Assessment Methods

“…9,10 Değerlendirmeler içinde oluşturulan anında geri bildirim mekanizması; öğrencilerin öğrenmelerini pekiştirmelerini ve bilgi içindeki boşlukları tanımlayarak, kendini değerlendirme becerilerini geliştirmelerini cesaretlendirir. 11 Öğrencilerin bilgi ve içerikleri anlamalarını değerlendirmek için en çok kullanılan değerlendirme şekli çoktan seçmeli sorulardır. Çoktan seçmeli soruları hazırlamak, notlandırmak nisbeten kolaydır; ancak bu sınavların yüksek düzeydeki düşünme becerilerini ölçmede en doğru yöntem olmadığı bulunmuştur.…”

Percepção do estudante sobre a implantação do método OSCE no curso de Odontologia em uma universidade particular

“…Por esse motivo o OSCE por estações é considerado um dos métodos mais confiáveis para avaliação de competências clínicas de estudantes e residentes, assim como para certificação profissional e avaliação de profissionais médicos em atividade [10][11][12] . A simulação com treinamentos em manequins faz com que a teoria faça sentido na prática, servindo para que o estudante aprimore suas habilidades motoras e confiabilidade diante de um atendimento a pacientes reais nas clínicas 13,14 .…”