The reliability of six faculty members in identifying important OSCE items

Valentino, John; Donnelly, Michael B.; Sloan, David A.; Schwartz, Rachel; Haydon, Richard C.

doi:10.1097/00001888-199802000-00022

Cited by 14 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Several factors in the construction of objective structured examinations may help ensure the validity of these tests. These include the use of several faculty to craft checklists, the use of effective and systematic procedures for training standardized patients, the use of the Objective Structured Clinical Examination in conjunction with other evaluation methods, and increasing the number and length of stations, all measures adopted in SPA examinations and the HIV consent exericse 29–34 …”

Section: Discussionmentioning

confidence: 99%

Evaluating medical students’ skills in obtaining informed consent for HIV testing

et al. 2003

View full text Add to dashboard Cite

OBJECTIVE: To evaluate fourth-year medical students' abilities to obtain informed consent or refusal for HIV testing through a performance-based evaluation method. DESIGN: Student competence was assessed in a standardized patient interaction in which the student obtained informed consent or refusal for HIV testing. A previously validated 16-item checklist was completed by the standardized patient. A subset was independently reviewed and scored by a faculty member to calculate interrater reliability for this report. Student feedback on the assessment was elicited.SETTING: School of Medicine at the University of New Mexico. PATIENTS/PARTICIPANTS:All senior medical students in the class of 2000 were included.INTERVENTIONS: A 10-minute standardized patient interaction was administered within the context of a formal comprehensive performance assessment. MEASUREMENTS and MAIN RESULTS:Seventy-nine students participated, and most (96%) demonstrated competence on the station. For the 15 specific items, the mean score was 25.5 out of 30 possible points (range, 13 to 30; SD, 3.5) on the checklist. A strong positive correlation (r s = .79) was found between the total score on the 15 Likert-scaled items and the score in response to the global item,``I would return to this clinician'' (mean, 3.5; SD, 1.0). Scores given by the standardized patients and the faculty rater were well correlated. The station was generally well received by students, many of whom were stimulated to pursue further learning.CONCLUSIONS: This method of assessing medical students' abilities to obtain informed consent or refusal for HIV testing can be translated to a variety of clinical settings. Such efforts may help in demonstrating competence in performing key ethics skills and may help ensure ethically sound clinical care for people at risk for HIV infection.

show abstract

Section: Discussionmentioning

confidence: 99%

Evaluating medical students’ skills in obtaining informed consent for HIV testing

et al. 2003

View full text Add to dashboard Cite

show abstract

“…A four‐category system (unacceptable, poor, acceptable and good) of rating each of the 12 items was devised through a panel of three educators, who identified the essential definition for each category comprising every item in the scale. This approach of cooperatively identifying important items has been shown to improve reliability when compared with deriving items from a single author 24 . These ‘thumbnail’ definitions required careful editing to convey the meaning desired in each category.…”

Section: Methodsmentioning

confidence: 99%

Assessing the development of communication skills in undergraduate medical students

Humphris

Kaney

2008

Medical Education

View full text Add to dashboard Cite

Context The teaching of clinical communication skills' teaching has become an important part of medical school curricula. Many undergraduate medical courses include communication skills training at various points in their curriculum. Very few reports have been published on the development of communication skills over the duration of a medical undergraduate training.Aims To determine the change in communication skills between early and mid-stages of the students' 5-year curriculum, and to investigate the predictive and theoretical signi®cance of knowledge and understanding of communication skills in relation to observed performance.Participants Students entering as the ®rst cohort to the new medical curriculum at Liverpool Medical School (n 207). Nine students withdrew leaving 198 students who completed two summative assessments in June 1997 (level 1) and November 1998 (level 2).Statistical analysis Repeated measures multivariate ANOVAS were applied to the main study data to detect any change in performance between levels 1 and 2.Results and conclusions An improvement in communication skills was found in medical students over 17 months of their undergraduate teaching: that is from the level 1 to the level 2 assessment. Knowledge and understanding of communication skills at initial assessment did not show the predicted association with performance at level 2.

show abstract

“…The use of operation‐specific checklists is not a new concept; Kopta used checklists in 1971 to evaluate orthopaedic trainees and found high inter‐rater reliability [10]. It has also been shown that when a group of faculty members co‐operatively identify the important items for inclusion in a checklist, there is greater reliability than if the checklist were to be created by one person [11].…”

Section: Methods Available For Assessmentmentioning

confidence: 99%

Surgical skills assessment: an ongoing debate

Shah

Darzi²

2001

BJU International

View full text Add to dashboard Cite

The reliability of six faculty members in identifying important OSCE items

Abstract: The results strongly suggest that when a group of faculty members cooperatively identifies the important items to be included in an OSCE checklist, the reliability of the checklist is superior to one created by a single author.

Cited by 14 publications

References 0 publications

Evaluating medical students’ skills in obtaining informed consent for HIV testing

Evaluating medical students’ skills in obtaining informed consent for HIV testing

Assessing the development of communication skills in undergraduate medical students

Surgical skills assessment: an ongoing debate

Contact Info

Product

Resources

About