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Theme: Clinical Assessment and the OSCE
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Abstract Title Logo
Evaluating trends of students' performance and quality of an OSCE: Three years of experience in Tehran University of Medical Sciences
Authors: Mohammad Jalili
Sara Mortaz Hejri
Ali Labaf
Institutions: Tehran University of Medical Sciences, School of Medicine
Background

Until 2009 all medical students in Tehran University of Medical Sciences had to pass a comprehensive written examination to be qualified to start internship. This test was commonly criticized for being focused on cognitive domain. An OSCE was then added to fill the gap of clinical skills assessment at this stage.

In this study, we aimed at evaluating the educational impact of this intervention by checking if students’ performance has improved over these years.

Summary of Work

From 2009 until the time of the study, six OSCEs each comprising 11 to 14 stations have been held for a total number of 945 candidates. The content of the stations were classified into 6 categories to compare students’ score over the study period. The categories identified included history taking, physical examination, communication skills, performing procedures, diagnosis, and patient management (table 1). The candidates’ scores in each category were calculated and trends over years were examined.

Summary of Results

The range of mean scores in the 6 OSCEs were 49.11 (±7.92) to 67.48 (±7.82) with a pass rate of 48.1% to 98.4%. The Cronbach’s alpha ranged from 0.52 to 0.71. The characteristics of the candidates, the scores, the pass rates, and the Cronbach's alpha of each exam have been shown in Table 2. The range of mean scores in categories of history taking, physical examination, communication skills, performing procedures, diagnosis, and patient management during these years, has been depicted in Figure 2.

Conclusion

As illustrated in scores and pass rates, students’ performance in most categories has improved during this period of time. This may be attributed to the fact that establishment of this exam has drawn the attention of our students towards the importance of learning clinical skills, a desirable educational impact.

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Background
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