Can disclosure of scoring rubric for basic clinical skills improve objective structured clinical examination?
2
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
Purpose: To determine whether disclosure of scoring rubric for objective basic clinical skills can improve the scores on the objective structured clinical examination (OSCE) in medical students. Methods: Clinical performance score results of one university medical students (study group, n=345) were compared to those of another university (control group, n=1,847). Both groups took identical OSCE exam. OSCE rubric was not revealed to the study group until they were in the last 2 years of medical school. Results: There was no significant difference between before and after disclosure of rubric. However, history taking and physical examination scores of the study group were lower than those of the control group before the disclosure of rubric. After disclosure of rubric, the scores were either unchanged or slightly increased in the control group. Trend analysis of scores demonstrated that history taking and physical examination scores after the disclosure were significantly increased in the study group for 2 years. Conclusion: This study revealed that disclosure of basic clinical skills rubric to medical students could enhance their clinical performance, particularly in history taking and physical examination scores.
Abstract
Purpose: To determine whether disclosure of scoring rubric for objective basic clinical skills can improve the scores on the objective structured clinical examination (OSCE) in medical students. Methods: Clinical performance score results of one university medical students (study group, n=345) were compared to those of another university (control group, n=1,847). Both groups took identical OSCE exam. OSCE rubric was not revealed to the study group until they were in the last 2 years of medical school. Results: There was no significant difference between before and after disclosure of rubric. However, history taking and physical examination scores of the study group were lower than those of the control group before the disclosure of rubric. After disclosure of rubric, the scores were either unchanged or slightly increased in the control group. Trend analysis of scores demonstrated that history taking and physical examination scores after the disclosure were significantly increased in the study group for 2 years. Conclusion: This study revealed that disclosure of basic clinical skills rubric to medical students could enhance their clinical performance, particularly in history taking and physical examination scores.
참고문헌 (10)
- Norman G, "Research in medical education: three decades of progress", BMJ, 324, pp.1560~1562 (2002)
- 임미경, "임상수행능력평가(CPX)에서 학교효과가 신뢰도에 미치는 영향", Korean Journal of Medical Education, 22(3), pp.215~223 (2010), 한국의학교육학회
- 임선주, "Assessing clinical reasoning abilities of medical students using clinical performance examination", Korean Journal of Medical Education, 28(1), pp.35~47 (2016), 한국의학교육학회
- Harden RM, "Assessment of clinical competence using objective structured examination", Br Med J, 1, pp.447~451 (1975)
- Khan KZ, "The objective structured clinical examination (OSCE): AMEE guide No. 81. Part I: an historical and theoretical perspective", Med Teach, 35, pp.e1437~e1446 (2013)
- Pugh D, "Progress testing: is there a role for the OSCE", Med Educ, 48, pp.623~631 (2014)
- Myung SJ, "Effect of enhanced analytic reasoning on diagnostic accuracy: a randomized controlled study", Med Teach, 35, pp.248~250 (2013)
- Lafleur A, "Influences of OSCE design on students' diagnostic reasoning", Med Educ, 49, pp.203~214 (2015)
- Patrício MF, "Is the OSCE a feasible tool to assess competencies in undergraduate medical education", Med Teach, 35, pp.503~514 (2013)
- Lee YM, "The OSCE: a new challenge to the evaluation system in Korea", Med Teach, 28, pp.377~379 (2006)