The objective structured clinical examination: can physician-examiners participate from a distance?
Objectives Currently, a 'pedagogical gap' exists in distributed medical education in that distance educators teach medical students but typically do not have the opportunity to assess them in large-scale examinations such as the objective structured clinical examination ( OSCE). We developed a remot...
| Publicado en: | Medical Education Vol. 48; no. 4; pp. 441 - 451 |
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| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104045402&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104045402 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Apr2014 vid: 48 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104045402 94833236 10.1111/medu.12326 NLM24606627 104045402 ppf: 441 ppct: 10 formats: fmt: @attributes: type: P tig: atl: The objective structured clinical examination: can physician-examiners participate from a distance? aug: au: Chan, James Humphrey-Murto, Susan Pugh, Debra M Su, Charles Wood, Timothy affil: Department of Medicine, University of Ottawa sug: subj: Education, Medical Student Performance Appraisal Educational Measurement Internet Utilization Human Descriptive Statistics Students, Medical Random Assignment Checklists Surveys Videorecording Paired T-Tests Summated Rating Scaling Data Analysis Software Interrater Reliability Student Attitudes Funding Source ab: Objectives Currently, a 'pedagogical gap' exists in distributed medical education in that distance educators teach medical students but typically do not have the opportunity to assess them in large-scale examinations such as the objective structured clinical examination ( OSCE). We developed a remote examiner OSCE (re OSCE) that was integrated into a traditional OSCE to establish whether remote examination technology may be used to bridge this gap. The purpose of this study was to explore whether remote physician-examiners can replace on-site physician-examiners in an OSCE, and to determine the feasibility of this new examination method. Methods Forty Year 3 medical students were randomised into six re OSCE stations that were incorporated into two tracks of a 10-station traditional OSCE. For the re OSCE stations, student performance was assessed by both a local examiner ( LE) in the room and a remote examiner ( RE) who viewed the OSCE encounters from a distance. The primary endpoint was the correlation of scores between LEs and REs across all re OSCE stations. The secondary endpoint was a post- OSCE survey of both REs and students. Results Statistically significant correlations were found between LE and RE checklist scores for history taking ( r = 0.64- r = 0.80), physical examination ( r = 0.41- r = 0.54), and management stations ( r = 0.78). Correlations between LE and RE global ratings were more varied ( r = 0.21- r = 0.77). Correlations on three of the six stations reached significance. Qualitative analysis of feedback from REs and students showed high acceptance of the re OSCE despite technological issues. Conclusions This preliminary study demonstrated that OSCE ratings by LEs and REs were reasonably comparable when using checklists. Remote examination may be a feasible and acceptable way of assessing students' clinical skills, but further validity evidence will be required before it can be recommended for use in high-stakes examinations. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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