| Autor: |
Alexandre Matet, Ludovic Fournel, François Gaillard, Laurence Amar, Jean-Benoit Arlet, Stéphanie Baron, Anne-Sophie Bats, Celine Buffel du Vaure, Caroline Charlier, Victoire De Lastours, Albert Faye, Eve Jablon, Natacha Kadlub, Julien Leguen, David Lebeaux, Alexandre Malmartel, Tristan Mirault, Benjamin Planquette, Alexis Régent, Jean-Laurent Thebault, Alexy Tran Dinh, Alexandre Nuzzo, Guillaume Turc, Gérard Friedlander, Philippe Ruszniewski, Cécile Badoual, Brigitte Ranque, Mehdi Oualha, Marie Courbebaisse |
| Jazyk: |
angličtina |
| Rok vydání: |
2021 |
| Předmět: |
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| Zdroj: |
PLoS ONE, Vol 16, Iss 1, p e0245439 (2021) |
| Druh dokumentu: |
article |
| ISSN: |
1932-6203 |
| DOI: |
10.1371/journal.pone.0245439 |
| Popis: |
PurposeObjective structured clinical examinations (OSCE) evaluate clinical reasoning, communication skills, and interpersonal behavior during medical education. In France, clinical training has long relied on bedside clinical practice in academic hospitals. The need for a simulated teaching environment has recently emerged, due to the increasing number of students admitted to medical schools, and the necessity of objectively evaluating practical skills. This study aimed at investigating the relationships between OSCE grades and current evaluation modalities.MethodsThree-hundred seventy-nine 4th-year students of University-of-Paris Medical School participated to the first large-scale OSCE at this institution, consisting in three OSCE stations (OSCE#1-3). OSCE#1 and #2 focused on cardiovascular clinical skills and competence, whereas OSCE#3 focused on relational skills while providing explanations before planned cholecystectomy. We investigated correlations of OSCE grades with multiple choice (MCQ)-based written examinations and evaluations of clinical skills and behavior (during hospital traineeships); OSCE grade distribution; and the impact of integrating OSCE grades into the current evaluation in terms of student ranking.ResultsThe competence-oriented OSCE#1 and OSCE#2 grades correlated only with MCQ grades (r = 0.19, P0.75). Conversely, the behavior-oriented OSCE#3 grades correlated with traineeship skill and behavior grades (r = 0.19, PConclusionThis large-scale French experience showed that OSCE designed to assess a combination of clinical competence and behavioral skills, increases the discriminatory capacity of current evaluations modalities in French medical schools. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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