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This summary is machine-generated.

Examiner cohorts significantly impact scores in objective structured clinical examinations (OSCE). A new method, VESCA, measures and adjusts for these differences, ensuring fairer assessment for all students.

Keywords:
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Area of Science:

  • Medical Education
  • Assessment and Evaluation
  • Psychometrics

Background:

  • Objective Structured Clinical Examinations (OSCE) are crucial for medical training.
  • Variability in examiner scoring can introduce bias in OSCE results.
  • Existing assessment designs make studying examiner-cohort effects challenging.

Purpose of the Study:

  • To introduce and validate a novel method for measuring and adjusting examiner-cohort effects in OSCE.
  • To address potential bias and ensure fairness in distributed or national OSCE examinations.

Main Methods:

  • Development of Video-based Examiner Score Comparison and Adjustment (VESCA).
  • Filming volunteer students during OSCE stations.
  • Examiners scoring common-comparator videos to create partial crossing between cohorts.
  • Utilizing many-facet Rasch modelling and linear mixed modelling for analysis.

Main Results:

  • Significant differences in stringency/leniency were found between examiner cohorts (Cohen's d = 0.96-1.06).
  • Adjusting scores altered the classification of 6.0% of students (pass/fail).
  • Score adjustments affected 8.6-9.5% of students by at least 0.5 standard deviations.

Conclusions:

  • Examiner cohort significantly influences student OSCE scores, despite typical reliability.
  • VESCA offers a validated approach to measure and adjust for systematic scoring differences.
  • This method promotes fairness and equivalence in multi-location OSCEs.