Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

A multi-format interdisciplinary final examination

J P Collins1, G D Gamble

  • 1School of Medicine, University of Auckland, New Zealand.

Medical Education
|July 1, 1996
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Empirically generated reference proportions for baseline p values from rounded summary statistics.

Anaesthesia·2020
Same author

Corrigendum to Rounding, but not randomization method, non-normality, or correlation, affected baseline P-value distributions in randomized trials. J Clin Epidemiol 2019;110:50-62.

Journal of clinical epidemiology·2020
Same author

Airflow limitation and survival after surgery for non-small cell lung cancer: Results from a systematic review and lung cancer screening trial (NLST-ACRIN sub-study).

Lung cancer (Amsterdam, Netherlands)·2019
Same author

Anti-fracture efficacy of zoledronate in subgroups of osteopenic postmenopausal women: secondary analysis of a randomized controlled trial.

Journal of internal medicine·2019
Same author

Physical functioning and risk for sleep disorders in US adults: results from the National Health and Nutrition Examination Survey 2005-2014.

Public health·2017
Same author

Effect of monthly high-dose vitamin D on bone density in community-dwelling older adults substudy of a randomized controlled trial.

Journal of internal medicine·2017
Same journal

Channelling Socrates to re-imagine asynchronous online learning.

Medical education·2026
Same journal

Moving beyond tokenism: A structured and intentional approach to embedding health advocacy in medical education.

Medical education·2026
Same journal

When I say … 'in situ simulation'.

Medical education·2026
Same journal

Examiner training and calibration for simulated clinical examinations: A scoping review.

Medical education·2026
Same journal

When systems set the limits of supervision.

Medical education·2026
Same journal

From psychometrics to partnerships: Broadening what counts as validity evidence.

Medical education·2026
See all related articles

The Objective Structured Clinical Examination (OSCE) with simulated patients effectively assesses medical student competence. Multiple assessment methods are crucial for evaluating clinical skills and ensuring comprehensive evaluation.

Area of Science:

  • Medical Education
  • Clinical Competence Assessment
  • Healthcare Simulation

Background:

  • Traditional medical examinations face limitations in assessing clinical competence.
  • Simulated patients and Objective Structured Clinical Examinations (OSCE) emerged as innovative assessment tools.
  • The Auckland School of Medicine sought to enhance its final medical examination process.

Purpose of the Study:

  • To evaluate an interdisciplinary OSCE incorporating simulated patients as a supplement to traditional assessment methods.
  • To determine the discriminatory power and correlations between OSCE, written papers, and long case examinations.
  • To analyze the overall variance in final assessment and the contribution of each examination mode.

Main Methods:

  • An interdisciplinary OSCE involving simulated patients and nine disciplines was implemented.

Related Experiment Videos

  • Six hundred and eight medical students were assessed over a six-year period.
  • Principal component analysis was used to analyze the final assessment data.

    • Main Results:

    • All three examination modes (OSCE, written papers, long case) demonstrated good discriminatory power.
    • Significant correlations were found between the different assessment methods.
    • A single factor accounted for over half the variance in the final assessment, equally weighted across the three examinations.

    Conclusions:

    • A variety of assessment methods are necessary for comprehensive evaluation of student competence.
    • Emphasis should be placed on methods that foster clinical skill learning and assessment simultaneously.
    • The implemented OSCE was supported by students and faculty, enhancing clinical skills learning.