Is it live or is it Memorex? Student oral examinations and the use of video for additional scoring
Kenneth Burchard1, Horace Henriques, Daniel Walsh
1Dartmouth Medical School, Hanover, NH, USA. Kenneth.W.Burchard@hitchcock.org
Background:
Oral examination interrater consistency has been questioned, supporting the use of at least paired examiners and consensus grading. The scheduling flexibility of video recording allows more examiners to score performances. The purpose of this study was to compare live performance with video performance scores to assess interrater differences and the effect on grading.
Methods:
A total of 283 consecutive, structured, videotaped 30-minute examinations were reviewed. A 5-point Likert scale ranked problem solving (2 cases), verbal skills, and nonverbal skills. Nonparametric paired analyses tested for differences.
Results:
Live performance scores were higher for verbal and nonverbal skills and total scores. Video performance scores were higher for problem solving for the first presented case. The largest difference (.29 Likert point) was in nonverbal skills.
Conclusions:
The minor yet statistical differences in several scores did not actually impact student grades. The use of video recording is sufficiently reliable to be continued and advocated.
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