Related Experiment Video
Updated: Oct 8, 2025
12:55
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
8.6K
OSCE rater cognition - an international multi-centre qualitative study
Sarah Hyde1, Christine Fessey2, Katharine Boursicot3
1School of Medicine at the University of Limerick, Health Research Institute, Limerick, Ireland. sarah.hyde@ul.ie.
BMC Medical Education
|January 4, 2022
Summary
Experienced raters in objective structured clinical examinations (OSCEs) may alter assessment based on perceived flaws. Understanding rater decision-making is crucial for improving medical education assessments.
Area of Science:
- Medical Education
- Assessment and Evaluation
- Clinical Skills Training
Background:
- Objective Structured Clinical Examinations (OSCEs) are widely used in medical education.
- Understanding rater decision-making in OSCEs is essential for assessment validity.
Purpose of the Study:
- To explore rater decision-making processes during OSCEs.
- To investigate tacit assumptions, beliefs, and idiosyncrasies of raters.
- To understand how experience influences rater judgment.
Main Methods:
- Utilized thinking aloud protocol interviews with examiners.
- Collected data while examiners watched OSCE videos and rated candidates.
- Recruited experienced ( >6 years) and less experienced raters.
Main Results:
- Identified three key themes: 'OSCEs are inauthentic', 'looking for glimpses of truth', and 'evolution with experience'.
- Thirty-one interviews were conducted across three countries.
- Experienced raters may deviate from guidelines due to perceived OSCE shortcomings.
Conclusions:
- Rater perceptions of OSCE shortcomings can influence student behavior.
- Awareness of assessment limitations and their impact on performance and perception is vital.
- Further research into assessor and student perceptions of OSCE performance is recommended.
