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The implementation and evaluation of an e-Learning training module for objective structured clinical examination
Karima Khamisa1, Samantha Halman2, Isabelle Desjardins2
1Division of Hematology, The Ottawa Hospital, Ottawa, ON, Canada.
Journal of Educational Evaluation for Health Professions
|August 7, 2018
Summary
Online training for Objective Structured Clinical Examination (OSCE) raters is as effective as traditional in-person sessions. This e-Learning module offers a time-efficient and clear alternative for rater preparation in medical education.
Area of Science:
- Medical Education
- Assessment and Evaluation
Background:
- Ensuring consistent and reliable scoring by raters in Objective Structured Clinical Examinations (OSCE) is a persistent challenge in medical training.
- Standard rater orientation methods often require significant time and resources.
Purpose of the Study:
- To evaluate the efficacy of an e-Learning training module for OSCE raters.
- To compare the impact of online training versus traditional in-person orientation on rater performance and satisfaction.
Main Methods:
- A comparative study was conducted with 60 physicians serving as OSCE raters for third-year medical students.
- Raters were divided into two groups: online e-Learning module (n=41) and traditional in-person orientation (n=19).
- Data collected included rater preference, training completion time, clarity of training, and number of missing ratings.
Main Results:
- The online training group reported high satisfaction, with 89% finding the module clear and 68% of experienced raters preferring the online format.
- The average completion time for the online module was 15 minutes.
- No significant differences were observed in the number of missing ratings between the online and in-person training groups.
Conclusions:
- Online OSCE rater training is a viable and effective alternative to traditional face-to-face orientation.
- The e-Learning module demonstrates comparable reliability and consistency in preparing raters.
- This approach offers a potentially more efficient and accessible method for OSCE rater training in medical education.
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