The Application, Validity and Reliability of ob jective Structured Clinical Examination (OSCE) for evaluation of carrying and transferring injured ones in Kermanshah Paramedics
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The objective structured clinical examination (OSCE) is one of the evaluation strategies used to examine the clinical competence of nursing students. More attention needs to be paid to establishing an examination that is based on the standardized protocol and on reliability and validity.The aims of this study were to develop an OSCE that is based on a standardized protocol and to analyze the content validity and predictive validity, inter-rater consistency, internal consistency, item-to-total correlation, and the degree of discrimination and difficulty of this OSCE.Based on the blueprint for OSCEs that use an 8-station format, this study used a descriptive, cross-sectional design and a sample population of 207 senior students who were preparing for their last-mile practicum at a nursing technology university in northern Taiwan. The study period lasted from September 2015 to October 2016. Furthermore, the validity, reliability, degree of discrimination, and difficulty of the OSCE were examined.An OSCE with an eight-station format was developed. The content validity index (CVI) was .85-1.0, inter-rater reliability was .80-1.0, Cronbach' alpha internal consistency was .53-.82, and item-to-total correlation was .36-.63. In addition, the level of difficulty of the OSCE was easy to moderate and the discrimination of the OSCE ranged from fair to excellent. Meanwhile, the OSCE scores of the participants appeared to be a valid predictor of scores on the last mile practicum.According to the standardized protocol of OSCE development, an 8- station nursing OSCE format is reliable and valid, providing fair levels of difficulty and discrimination. The developed OSCE may be applied to evaluate the clinical competence of nursing students prior to beginning their last mile practicum. The results from the present study may provide a reference for nursing educators who are responsible for developing OSCE evaluation strategies.建構及檢測護理客觀結構式臨床技能測驗考題之信效度、鑑別度及難易度.客觀結構式臨床技能測驗（objective structured clinical examination, OSCE）是目前評估護理學生專業臨床能力的方式之ㄧ，其標準化流程之考題發展與考題信效度檢測值得關注。.本研究旨在，依標準化流程建構護理OSCE考站；分析OSCE考站專家效度及預測效度、評分者間一致性、內在一致性、考題相關性、鑑別度與難易度。.以描述性、橫斷式研究設計，自2015年9月至2016年10月依測驗藍圖發展8站式OSCE考試，應用於北部某科技大學207位四技四年級臨床選習前的護理系學生，並且測試OSCE考題的信效度、鑑別度與難易度。.本研究共建構8站OSCE考題，各題的專家效度指標為.85–1.0，評分者間一致性為.80–1.0，Cronbach's alpha為.53–.82，考題相關性為.36–.63，鑑別度多為優良或非常優良，難易度多為容易到適中，且OSCE成績對臨床選習成績具良好的預測效度。.透過標準化的考題建置流程，發展的8站式護理OSCE考題具良好的信效度、難易度適中及良好的鑑別度，並可做為檢測學生最後一哩專業技能的方法，期許本研究的結果提供護理教育者於發展OSCE評量之參考。.
Content Validity
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An objective structured clinical examination (OSCE) was introduced at the end of the fourth year undergraduate paediatric training. We have compared the results obtained with those of our traditional method of assessment. We feel that the OSCE is a valid and reliable assessment; it provided good feedback and was well received by the students.
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Inter-Rater Reliability
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The aim of this study was to establish and implement an objective structured clinical examination (OSCE) for stage assessment in standardized training for oral residents, evaluating its validity and suitability. An OSCE was established for stage assessment of 158 residents in a program in Jiangsu Province, China. Its validity and suitability were evaluated using indices such as reliability and discrimination coefficients of assessment results. The established OSCE had eight stations: interpretation of auxiliary examination results, basic knowledge, doctor‐patient communication and clinical examination, clinical case analysis, medical record and prescription writing, public skills, first aid skills, and specialist's operation skills. The mean overall score and consistency coefficient (Cronbach's alpha) for the test subjects were 83.64±3.69 points and 0.732, respectively. The developed OSCE was reasonably established, with credible assessment results, and indices such as mean and discrimination coefficient of test scores from each station were appropriate. Therefore, the proposed protocol was found to be reliable and suitable.
Competency Assessment
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The goal of this study was to use the American Board of Anesthesiology Objective Structured Clinical Examination (OSCE) content outline as a blueprint to develop and administer a 9-station mock OSCE with station-specific checklists to senior residents (n = 14). The G- and Ф-coefficient reliability estimates were 0.76 and 0.61, respectively. Residents judged the scenarios as either extremely or somewhat realistic (88%). It is feasible to develop and administer a mock OSCE with rigorous psychometric characteristics.
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目的 川崎医療福祉大学感覚矯正学科視能矯正専攻で実施している客観的臨床能力試験（OSCE）の医療面接評価表について内容妥当性を検討した。方法 材料は教員用（T）と模擬患者用（SP）の2種類の評価表で、2009年と2010年の医療面接OSCEにおいて60名の学生に使用した。両評価表は第一筆者がオリジナルに作成した。T評価表の主項目は病歴聴取の方法、主訴、解釈モデルの聴取、まとめと明確化、アイコンタクトなどの10項目で、結果は、よい2点、ふつう1点、わるい0点の3段階、またはよい1点、わるい0点の2段階で点数化した。SP評価表は共感的態度、会話内容の理解、話し易い雰囲気、清潔感（身だしなみ）などの8項目で、医療面接の態度を評価した。結果はT評価表と同様に点数化した。妥当性は、T評価表を因子分析とα係数で、SP評価表を項目特性曲線で検討した。結果 1．T評価表では2つの因子が抽出され、第1の因子はコミュニケーション能力の領域、第2の因子は医療情報の聴取能力を示す領域であることが明白になった。T評価表10項目のα係数は0.858であった。2．SP評価表の項目特性曲線では共感的態度、話し易い雰囲気、清潔感が重複したが、これらの識別力は高かった。会話内容の理解は識別力が最も低かった。結論 T評価表の内容妥当性が判明した。しかし、SP評価表はさらに他の観点からも評価できる項目を付加し改善する必要が示唆された。
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Objective: This study aimed to explore and describe the sixth level nursing students’ perception regarding the use of OSCE assessment approach. Specifically, it investigated the students’ perception in terms of preparation, quality, and organization, format, validity, and reliability of OSCE. Methods: Observational study design of 50 female nursing students was utilized in this study. The OSCE consisted of 10 stations; the students’ perceptions about OSCE were evaluated using a structured questionnaire. Data were related to the organization of the OSCE measured by scoring scale Likert-scale questionnaires and Pierre, et al., questionnaire 2004. For the purpose of this study, only 18 items of the questionnaire were used to measure the preparation, quality and organization, format, validity, and reliability of OSCE. Results: The majority of students provided positive feedback about the OSCE quality attributes and organization, and provided positive feedback about the OSCE format, validity, and reliability. Results revealed that there is a positive and direct significant correlation between using OSCE sessions in training and OSCE examination. Conclusion: OSCE is a meaningful, fair, useful and an acceptable method for evaluating the nursing students’ clinical performance because of various positive specifications such as objectivity and fairness. Relevance to clinical practice: There is a far reaching understanding for clinical learning as it has a focal significance in nursing training. Compelling clinical stations are fundamental to turning into a skillful expert nursing caretaker. Learning in the nursing clinical area gives present reality to nursing students to build up the information, abilities, dispositions, and skills.
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Abstract Background Assessment of emergent, rare or complex medical conditions in Endocrinology and Metabolism (E&M) is an integral component of training. However, data is lacking on how this could be best achieved. The purpose of this study was to develop and administer an Objective Structured Clinical Examination (OSCE) for E&M residents, and to gather validity evidence for its use. Methods A needs assessment survey was distributed to all Canadian E&M Program Directors and recent graduates to determine which topics to include in the OSCE. The top 5 topics were selected using a modified Delphi technique. OSCE cases based on these topics were subsequently developed. Five E&M residents (PGY4-5) and five junior Internal Medicine (IM) residents participated in the OSCE. Performance of E&M and IM residents was compared and results were analyzed using a Generalizability study. Examiners and candidates completed a survey following the OSCE to evaluate their experiences. Results The mean score of IM and E&M residents was 41.7 and 69.3 % ( p < 0.001), respectively, with a large effect size (partial η 2 = 0.75). Overall reliability of the OSCE was 0.74. Standard setting using a borderline regression method resulted in a pass rate of 100 % of E&M residents and 0 % of IM residents. All residents felt the OSCE had high value for learning as a formative exam. Conclusions The E&M OSCE is a feasible method for assessing emergent, rare and complex medical conditions and this study provides validity evidence to support its use in a competency-based curriculum.
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PURPOSE: To examine the validity of a psychiatry clerkship's objective structured clinical examination (OSCE). METHOD: In 1996, 33 clinical clerks and 17 psychiatry residents at the University of Toronto participated in an eight-station OSCE evaluated by psychiatrist-examiners using binary checklists and global ratings. Prior to the OSCE, communication course instructors were asked to rank the clerks on interviewing ability, and faculty supervisors were asked to identify the OSCE stations on which the clerks were likely to do well or poorly. RESULTS: Mean OSCE scores were significantly higher for the residents than for the clerks on global ratings but not on checklists. The communication instructors accurately predicted the clerks' rankings on the global scores but not their scores on the checklists. The faculty supervisors predicted with moderate accuracy the clerks' success on the OSCE stations as measured by the checklists but not by the global ratings. The residents rated the OSCE scenarios as highly realistic. CONCLUSIONS: The evidence of construct and concurrent validity together with high ratings of realism suggest that a psychiatry OSCE can be a valid assessment of clerks' clinical competence.
Interview
Educational measurement
Simulated patient
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