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Updated: Apr 18, 2026

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Validity and Reliability of SCOPE (Structured Comprehensive Oral Problem-based Examination) using Generalizability

Mashaal Sabqat1, Noorul Ain2, Rehan Ahmed Khan3

  • 1Mashaal Sabqat, MBBS, MHPE Assistant Professor Medical Education, Islamic International Medical College, Assistant Director Riphah Institute of Assessment, Riphah International University, Islamabad, Pakistan.

Pakistan Journal of Medical Sciences
|April 17, 2026
PubMed
Summary
This summary is machine-generated.

The Structured Comprehensive Oral Problem-based Examination (SCOPE) tool is a reliable and feasible assessment method for medical education. Increasing the number of problems enhances its reliability, making it suitable for low-resource settings.

Keywords:
AssessmentGeneralizability studyHealth professions educationMedical educationStructured viva

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Area of Science:

  • Medical Education
  • Assessment Tools
  • Psychometrics

Background:

  • The need for reliable and valid assessment tools in medical education is critical.
  • Existing tools may not be suitable for low-resource settings.
  • Generalizability theory offers a framework for evaluating and optimizing assessment reliability.

Purpose of the Study:

  • To validate the Structured Comprehensive Oral Problem-based Examination (SCOPE) tool.
  • To determine the reliability of SCOPE using Generalizability theory.
  • To identify sources of score variation and optimize SCOPE's structure through a Decision Study.

Main Methods:

  • The SCOPE tool and its marking sheet underwent review by medical educationalists for content validity.
  • A pilot study involving 37 final-year medical students assessed reliability.
  • Generalizability (G-Study) and Decision (D-Study) analyses were conducted using a crossover random-effects design.

Main Results:

  • Medical educationalists confirmed strong content validity (S-CVI/Ave = 0.92) and clarity.
  • Reliability analysis yielded a G-Coefficient of 0.793 and Phi-coefficient of 0.696.
  • Student-related factors contributed the most variance; Decision Study indicated improved reliability with more problems and categories.

Conclusions:

  • The SCOPE tool is a feasible, reliable, and innovative option for comparative assessments, particularly in low-resource environments.
  • Enhancing the number of problems per student can further improve SCOPE's reliability.
  • SCOPE demonstrates potential for effective use in medical training assessments.