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Student performance and satisfaction for a musculoskeletal objective structured clinical examination
Marcie Swift1, Ellen Spake, Byron J Gajewski
1Department of Physical Therapy Education, Rockhurst University, 1100 Rockhurst Road, Kansas City, MO 64110, USA. Tel 816-501-4871, fax 816-501-4643. marcie.swift@rockhurst.edu.
Preparing for Objective Structured Clinical Examinations (OSCEs) using rubrics did not significantly impact doctoral physical therapist student performance or satisfaction in this study. Further research may explore other preparation methods for these crucial clinical assessments.
Area of Science:
- Physical Therapy Education
- Clinical Assessment Methods
Background:
- Objective Structured Clinical Examinations (OSCEs) are reliable and valid assessment tools in medical and nursing education.
- The effectiveness of different preparation methods for OSCEs in doctoral physical therapy programs requires further investigation.
Purpose of the Study:
- To evaluate the impact of rubric-based exam preparation on student performance in a musculoskeletal OSCE.
- To assess the influence of rubric preparation on student satisfaction with the OSCE.
Main Methods:
- Sixty-five doctoral physical therapist students were randomized into rubric and nonrubric exam preparation groups.
- An ANCOVA was used to analyze performance and satisfaction data from a musculoskeletal OSCE.
Main Results:
- A significant interaction was found between group assignment and program for OSCE performance (p<0.028).
- No significant differences in student satisfaction were observed between the rubric and nonrubric preparation groups.
Conclusions:
- Utilizing rubrics for OSCE preparation did not enhance student performance or satisfaction in this cohort.
- The findings suggest that rubric use may not be a universally beneficial strategy for OSCE preparation in physical therapy education.
