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The Research Objective Structured Clinical Exam (R-OSCE): An Innovative Tool to Assess Clinical and Translational

Phillip A Ianni1,1, Brenda L Eakin1,1, Elias M Samuels1,1

  • 1University of Michigan.

Mededpublish (2016)
|March 15, 2024
PubMed
Summary
This summary is machine-generated.

The Research Objective Structured Clinical Exam (R-OSCE) effectively assessed clinical and translational research (CTR) competencies in students. While most students demonstrated developing competence, areas like research question writing and community engagement require further development.

Keywords:
AssessmentClinical ResearchCompetencyEducationOSCETranslational Research

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Area of Science:

  • Medical Education
  • Clinical and Translational Research (CTR)
  • Competency Assessment

Background:

  • Assessing competency in clinical and translational research (CTR) is crucial for trainees.
  • Existing assessment methods may not fully capture practical research skills.
  • A need exists for effective and adaptable evaluation tools in research education.

Purpose of the Study:

  • To design and evaluate a Research Objective Structured Clinical Exam (R-OSCE) for assessing CTR competencies.
  • To assess the feasibility and effectiveness of the R-OSCE in a 12-week introductory research program.
  • To provide formative feedback to trainees and evaluate program effectiveness.

Main Methods:

  • Developed 12 R-OSCE stations mapped to National Center for Translational Science (NCATS) core competencies.
  • Administered a practice test and a post-program exam using a secure, self-paced online platform.
  • Utilized a 1-5 anchored scoring rubric with trained raters.

Main Results:

  • Forty-seven students completed the R-OSCE across three cohorts.
  • Most students scored at developing competence (3 or higher) on most stations.
  • Lower scores were observed in writing research questions and engaging communities; students found the R-OSCE realistic and relevant.

Conclusions:

  • The R-OSCE can be a valuable component of comprehensive assessment programs for CTR trainees.
  • It offers a feasible method for evaluating research education program effectiveness and providing formative feedback.
  • An online, computer-based format allows for remote administration and addresses current assessment needs.