3학년 학생의 역량수준과 관련 요소
Level of Third-Year Students’ Competency and Correlating Curricular Factors
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The purpose of this study was to assess third-year medical students’ competency for development or revision of the undergraduate curriculum and assessments. One hundred and twenty-seven third-year medical students at the Pusan National University were included in the study. After third- and fourth-year students took a common written examination, clinical performance examination (CPX), and objective structured clinical examination (OSCE) with common items as a summative assessment, the third-year students’ competency was compared with 132 forth-year students’ results. The correlation of the written examination and CPX/OSCE was analysed,and the summative results were compared with the grade point average (GPA) through the second year, CPX/OSCE in the second year, and GPA in the clerkship. On the written examination, the third-year students’ mean score was lower than the fourth-year students’ by over 11 points, whereas the gap in the CPX/OSCE was 4 points and there was no difference in the OSCE. There was a moderate correlation between the written examination and the CPX/OSCE scores (R= 0.371, p< 0.01). The written examination was highly correlated with GPA through the second year, which mainly evaluated medical knowledge (R= 0.771, p< 0.01). A relatively high correlation was observed between CPX/OSCE scores and GPA in the clerkship (R=0.641, p<0.01). The summative CPX/OSCE scores showed a moderate correlation with formative CPX/OSCE scores in the second year (R= 0.464, p<0.01). The third-year students’ score was quite low on the written examination and slightly low on the CPX/OSCE compared to that of the fourth-year students. The written examination and CPX/OSCE cannot replace each other and should be combined with other methods of evaluation to measure competency. Early OSCE and workplace-based assessment should be useful in the early assessment of clinical skills competency
Abstract
The purpose of this study was to assess third-year medical students’ competency for development or revision of the undergraduate curriculum and assessments. One hundred and twenty-seven third-year medical students at the Pusan National University were included in the study. After third- and fourth-year students took a common written examination, clinical performance examination (CPX), and objective structured clinical examination (OSCE) with common items as a summative assessment, the third-year students’ competency was compared with 132 forth-year students’ results. The correlation of the written examination and CPX/OSCE was analysed,and the summative results were compared with the grade point average (GPA) through the second year, CPX/OSCE in the second year, and GPA in the clerkship. On the written examination, the third-year students’ mean score was lower than the fourth-year students’ by over 11 points, whereas the gap in the CPX/OSCE was 4 points and there was no difference in the OSCE. There was a moderate correlation between the written examination and the CPX/OSCE scores (R= 0.371, p< 0.01). The written examination was highly correlated with GPA through the second year, which mainly evaluated medical knowledge (R= 0.771, p< 0.01). A relatively high correlation was observed between CPX/OSCE scores and GPA in the clerkship (R=0.641, p<0.01). The summative CPX/OSCE scores showed a moderate correlation with formative CPX/OSCE scores in the second year (R= 0.464, p<0.01). The third-year students’ score was quite low on the written examination and slightly low on the CPX/OSCE compared to that of the fourth-year students. The written examination and CPX/OSCE cannot replace each other and should be combined with other methods of evaluation to measure competency. Early OSCE and workplace-based assessment should be useful in the early assessment of clinical skills competency
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