Chair: Iain Robinson, Co-chair: Kevin Brandom | 9th March 2021, 12:30 -15:30 (UK’s time)
Implementation and Evaluation of Integrated Multidisciplinary OSCE in Basic Science Assessment of 3rd Year Medical Students
Our program adopts a clinically integrated modular system that requires a clinically oriented assessment tool. The traditional practical examination (TPE) used now assesses knowledge only. OSCE examination is better suited to test related clinical applications and intellectual aspects of the basic sciences.
The exam was conducted as end of special senses module summative assessment of year three students (125 student). Preparation for the exam included orientation and training of staff and students using workshops and peer-led mock OSCE respectively. Blueprinting of the OSCE skills was done. The stations were formulated and reviewed for content validity by subject experts representing Anatomy, Physiology, histology and Pathology as well as clinical sciences. Four five-minute integrated stations were carried out in four circuits in previously set rooms according to standard OSCE design. Examiners were recruited from trained module participants. Simulated patients were recruited from the hospital workers.
The overall passing rate was 100% with predetermined cut scores of the school of 60%. Evaluation of the OSCE psychometrics revealed moderately low Cronbach’s alpha of 0.616 which could be explained by the low number of stations. between group variation was an acceptable 13% across stations and failure rate was 1% which was compensated in the overall score with average total grade of 56.77/60. Students’ and examiners’ satisfaction was evaluated through online questionnaires. The overall satisfaction was significantly higher for the examiners with students showing concern over the exam being more stressful and more difficult compared to TPE.
The concept of integrated OSCE was introduced for the first time in our school. The process required extensive preparation. The sharing staff showed enthusiasm for the more meaningful assessment. Limitations for the study were the limited recourses which resulted in low number of stations and negatively affected the internal consistency. An unexpected Resistance to the proposed change was faced from the students. Repeated mock exams might prove helpful to prepare students for the OSCE.
OSCE is a valid and reliable assessment method which is aligned with our newly introduced competency-based curriculum. More effort needs to be taken in Integration of assessment.