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Related Experiment Videos

Reliability and learning from the objective structured clinical examination.

J Roberts1, G Norman

  • 1Department of Clinical Epidemiology and Biostatistics, Faculty of Health Sciences, School of Nursing, McMaster University, Hamilton, Ontario, Canada.

Medical Education
|May 1, 1990
PubMed
Summary
This summary is machine-generated.

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The objective structured clinical examination (OSCE) shows high reliability for repeated performance of specific skills but low correlation across different skills. This impacts the generalizability of health professions education assessments.

Area of Science:

  • Medical Education
  • Health Professions Education
  • Assessment and Evaluation

Background:

  • Measuring clinical performance in health professions education presents known challenges.
  • The objective structured clinical examination (OSCE) is an innovative assessment tool used in various programs, including nursing.
  • A noted issue with OSCEs is the poor correlation of student performance across different stations.

Purpose of the Study:

  • To determine the reliability of the OSCE method, specifically examining consistency within and between stations.
  • To test hypotheses explaining the low cross-station correlation, including skill variability, lack of common basis across skills, and low station reliability.

Main Methods:

  • A study involving 71 first-year BScN students was conducted to assess test-retest and interrater reliability.

Related Experiment Videos

  • Students completed a 10-station OSCE, repeating the initial station at the end of the circuit for test-retest reliability.
  • Multiple observers rated several stations to evaluate interrater reliability.

    • Main Results:

    • Interrater reliability for the OSCE stations was high, ranging from ICC = 0.80 to 0.99.
    • Test-retest reliability for the same station demonstrated good consistency, with ICC = 0.66 to 0.86.
    • However, the correlation of student performance across different OSCE stations was low (alpha = 0.198).

    Conclusions:

    • The OSCE exhibits high consistency for repeated performance of a specific clinical skill.
    • There is limited consistency in student performance across different clinical skills assessed by the OSCE.
    • Findings suggest that while individual skill assessment is reliable, generalization of performance across diverse skills within an OSCE is limited.