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Validation Evidence using Generalizability Theory for an Objective Structured Clinical Examination.

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This study used Generalizability Theory (G-Theory) to assess the reliability of Objective Structured Clinical Examinations (OSCEs) in pharmacy education. Results showed mediocre reliability, suggesting more stations are needed to improve assessment accuracy.

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Area of Science:

  • Pharmacy Education
  • Medical Education Assessment
  • Psychometrics

Background:

  • Performance-based assessments, such as Objective Structured Clinical Examinations (OSCEs), are crucial for evaluating student competency in pharmacy education.
  • Rigorous validation of these assessments is essential, as educational decisions depend on their reliability and accuracy.
  • Generalizability Theory (G-Theory) offers a robust framework for assessing the reliability of complex assessments like OSCEs, though its application in pharmacy education is limited.

Purpose of the Study:

  • To demonstrate the application of G-Theory in evaluating the reliability of an OSCE used for assessing pharmacy students' practice-readiness.
  • To identify sources of score variation and provide evidence for the validity of OSCE results.
  • To explore methods for enhancing the reliability of OSCEs in pharmacy education.

Main Methods:

  • A 14-station OSCE was administered to 97 third-year PharmD students over three weeks.
  • Univariate and multivariate G-Theory analyses were conducted using G_Strings and mGENOVA software.
  • The study examined score variance components and performed decision studies to determine optimal assessment designs for improved reliability.

Main Results:

  • The overall g-coefficient (reliability) for the OSCE was 0.72, indicating mediocre reliability.
  • G-Theory analysis identified that students contributed to score variation, but other factors were also significant.
  • Decision studies revealed that increasing the number of stations per week to seven could achieve a g-coefficient greater than 0.80.

Conclusions:

  • G-Theory provides vital evidence of reliability for validating OSCEs in pharmacy education.
  • The current OSCE demonstrated mediocre reliability, highlighting the need for improvements, such as increasing the number of stations.
  • Distributing stations across multiple weeks and revising problematic stations are practical strategies to enhance OSCE reliability.