Objectivity in subjectivity: do students' self and peer assessments correlate with examiners' subjective and objective assessment in clinical skills? A prospective study
| Autor: | Lucman A. Anwer, Muhammad Zafar, A'man Talal Inayah, Haifa Mazen Alkabbani, Adam S Obad, Alhanouf A Alzahrani, Nasir Ali Afsar, Akram Nurhussen, Mohammad Abrar Shareef |
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| Rok vydání: | 2017 |
| Předmět: |
Subjectivity
Self-assessment Male Students Medical education Global rating scale Saudi Arabia Student Evaluation Peer Group Continuous assessment Likert scale Subjective Assessment 03 medical and health sciences Young Adult 0302 clinical medicine hemic and lymphatic diseases Medicine Humans 030212 general & internal medicine Prospective Studies Prospective cohort study Objectivity (science) Medical History Taking Physical Examination Peer Assessment business.industry Research 05 social sciences 050301 education Reproducibility of Results General Medicine Medical Education and Training Global Rating Peer assessment Self Assessment OSCE Female Clinical Competence Educational Measurement business 0503 education Clinical psychology Education Medical Undergraduate |
| Zdroj: | BMJ Open |
| ISSN: | 2044-6055 |
| Popis: | Objectives The qualitative subjective assessment has been exercised either by self-reflection (self-assessment (SA)) or by an observer (peer assessment (PA)) and is considered to play an important role in students’ development. The objectivity of PA and SA by students as well as those by faculty examiners has remained debated. This matters most when it comes to a high-stakes examination. We explored the degree of objectivity in PA, SA, as well as the global rating by examiners being Examiners’ Subjective Assessment (ESA) compared with Objective Structured Clinical Examinations (OSCE). Design Prospective cohort study. Setting Undergraduate medical students at Alfaisal University, Riyadh. Participants All second-year medical students (n=164) of genders, taking a course to learn clinical history taking and general physical examination. Main outcome measures A Likert scale questionnaire was distributed among the participants during selected clinical skills sessions. Each student was evaluated randomly by peers (PA) as well as by himself/herself (SA). Two OSCEs were conducted where students were assessed by an examiner objectively as well as subjectively (ESA) for a global rating of confidence and well-preparedness. OSCE-1 had fewer topics and stations, whereas OSCE-2 was terminal and full scale. Results OSCE-1 (B=0.10) and ESA (B=8.16) predicted OSCE-2 scores. ‘No nervousness’ in PA (r=0.185, p=0.018) and ‘confidence’ in SA (r=0.207, p=0.008) correlated with ‘confidence’ in ESA. In ‘well-preparedness’, SA correlated with ESA (r=0.234, p=0.003). Conclusions OSCE-1 and ESA predicted students’ performance in the OSCE-2, a high-stakes evaluation, indicating practical ‘objectivity’ in ESA, whereas SA and PA had minimal predictive role. Certain components of SA and PA correlated with ESA, suggesting partial objectivity given the limited objectiveness of ESA. Such difference in ‘qualitative’ objectivity probably reflects experience. Thus, subjective assessment can be used with some degree of objectivity for continuous assessment. |
| Databáze: | OpenAIRE |
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