| Autor: |
Daniels VJ; Department of Medicine, University of Alberta , Edmonton , Alberta , Canada., Strand AC; Department of Medicine, University of Alberta , Edmonton , Alberta , Canada., Lai H; School of Dentistry, University of Alberta , Edmonton , Alberta , Canada., Hillier T; Department of Radiology & Diagnostic Imaging, University of Alberta , Edmonton , Alberta , Canada. |
| Jazyk: |
angličtina |
| Zdroj: |
Medical teacher [Med Teach] 2019 Sep; Vol. 41 (9), pp. 1039-1044. Date of Electronic Publication: 2019 May 26. |
| DOI: |
10.1080/0142159X.2019.1615609 |
| Abstrakt: |
Introduction: The Objective Structured Clinical Examination (OSCE) is used globally for formative and summative purposes. The objective of this study was to examine the impact of tablet-scoring on sources of validity evidence for an Internal Medicine residency OSCE. Methods: We compared paper-scored OSCEs from 2014 to tablet-scored OSCEs in 2015 for missing data, amount of comments, and time to pass/fail decision. We then examined in 2016 the impact on learning of showing residents their score sheets and asking them to write an action plan immediately after an OSCE. Results: Tablet-scoring significantly reduced stations with missing data from 1.8 to 0.2%, and stations without comments from 42 to 28% with an increase in word count per comment. Time to official results reduced from 3 weeks to 12 h with tablet-scoring. Residents who wrote a learning plan after reviewing their OSCE score sheets were more likely (with medium to large effect sizes) to pursue further studying and/or change their behavior (e.g. history taking or physical examination) in the clinical environment. Conclusions: OSCE tablet-scoring improved many sources of validity evidence, especially educational impact with timeliness of feedback supporting a change in behavior, a hard to achieve goal of educational interventions. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
|
|
Nepřihlášeným uživatelům se plný text nezobrazuje |
K zobrazení výsledku je třeba se přihlásit.
|
