Application of a systematic approach to evaluating psychometric properties of a cumulative exit-from-degree objective structured clinical examination (OSCE)
Objective structured clinical examinations (OSCEs) are considered gold standard performance-based assessments yet comprehensive evaluation data is currently lacking. The objective of this study was to critically evaluate the psychometric properties of a cumulative OSCE for graduating pharmacy studen...
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| Published in | Currents in pharmacy teaching and learning Vol. 9; no. 6; pp. 1091 - 1098 |
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| Main Authors | , , , , |
| Format | Journal Article |
| Language | English |
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United States
Elsevier Inc
01.11.2017
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| Abstract | Objective structured clinical examinations (OSCEs) are considered gold standard performance-based assessments yet comprehensive evaluation data is currently lacking. The objective of this study was to critically evaluate the psychometric properties of a cumulative OSCE for graduating pharmacy students in Qatar for which policies and procedures were adapted from a Canadian context.
A 10-station OSCE was conducted for graduating students in Qatar. Evaluation included assessment of pass rates, predictive validity, concurrent validity, internal validity, content validity, interrater reliability, and internal consistency.
Twenty-six students completed the OSCE. Three stations achieved pass rates < 80%. Scores from professional skills and case-based learning courses, formative OSCEs, and cumulative grade point averages correlated with OSCE scores (p < 0.05). Average correlation between assessors’ analytical and global scoring was moderate (r = 0.52). Average interrater reliability was excellent for analytical scoring (ICC = 0.88) and moderate for global scoring (ICC = 0.61). Excellent internal consistency was demonstrated for overall performance (α = 0.927). Students generally agreed stations represented real practice scenarios (range per station, 30–100%).
The evaluation model identified strengths and weaknesses in assessment and curricular considerations. The OSCE demonstrated acceptable validity and reliability as an adapted assessment. |
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| AbstractList | BACKGROUND AND PURPOSEObjective structured clinical examinations (OSCEs) are considered gold standard performance-based assessments yet comprehensive evaluation data is currently lacking. The objective of this study was to critically evaluate the psychometric properties of a cumulative OSCE for graduating pharmacy students in Qatar for which policies and procedures were adapted from a Canadian context. EDUCATIONAL ACTIVITY AND SETTINGA 10-station OSCE was conducted for graduating students in Qatar. Evaluation included assessment of pass rates, predictive validity, concurrent validity, internal validity, content validity, interrater reliability, and internal consistency. FINDINGSTwenty-six students completed the OSCE. Three stations achieved pass rates < 80%. Scores from professional skills and case-based learning courses, formative OSCEs, and cumulative grade point averages correlated with OSCE scores (p < 0.05). Average correlation between assessors' analytical and global scoring was moderate (r = 0.52). Average interrater reliability was excellent for analytical scoring (ICC = 0.88) and moderate for global scoring (ICC = 0.61). Excellent internal consistency was demonstrated for overall performance (α = 0.927). Students generally agreed stations represented real practice scenarios (range per station, 30-100%). DISCUSSION AND SUMMARYThe evaluation model identified strengths and weaknesses in assessment and curricular considerations. The OSCE demonstrated acceptable validity and reliability as an adapted assessment. Objective structured clinical examinations (OSCEs) are considered gold standard performance-based assessments yet comprehensive evaluation data is currently lacking. The objective of this study was to critically evaluate the psychometric properties of a cumulative OSCE for graduating pharmacy students in Qatar for which policies and procedures were adapted from a Canadian context. A 10-station OSCE was conducted for graduating students in Qatar. Evaluation included assessment of pass rates, predictive validity, concurrent validity, internal validity, content validity, interrater reliability, and internal consistency. Twenty-six students completed the OSCE. Three stations achieved pass rates < 80%. Scores from professional skills and case-based learning courses, formative OSCEs, and cumulative grade point averages correlated with OSCE scores (p < 0.05). Average correlation between assessors' analytical and global scoring was moderate (r = 0.52). Average interrater reliability was excellent for analytical scoring (ICC = 0.88) and moderate for global scoring (ICC = 0.61). Excellent internal consistency was demonstrated for overall performance (α = 0.927). Students generally agreed stations represented real practice scenarios (range per station, 30-100%). The evaluation model identified strengths and weaknesses in assessment and curricular considerations. The OSCE demonstrated acceptable validity and reliability as an adapted assessment. |
| Author | Diab, Mohammad I. Sobh, Ahmed Hesham Izham M. I., Mohamed Wilby, Kyle John Austin, Zubin |
| Author_xml | – sequence: 1 givenname: Ahmed Hesham surname: Sobh fullname: Sobh, Ahmed Hesham email: as1304797@qu.edu.qa organization: College of Pharmacy, Qatar University, PO Box 2713, Doha, Qatar – sequence: 2 givenname: Zubin surname: Austin fullname: Austin, Zubin email: zubin.austin@utoronto.ca organization: Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, Ontario, Canada – sequence: 3 givenname: Mohamed surname: Izham M. I. fullname: Izham M. I., Mohamed email: mohamedizham@qu.edu.qa organization: College of Pharmacy, Qatar University, PO Box 2713, Doha, Qatar – sequence: 4 givenname: Mohammad I. surname: Diab fullname: Diab, Mohammad I. email: Mohamed.diab@qu.edu.qa organization: College of Pharmacy, Qatar University, PO Box 2713, Doha, Qatar – sequence: 5 givenname: Kyle John surname: Wilby fullname: Wilby, Kyle John email: kjw@qu.edu.qa organization: College of Pharmacy, Qatar University, PO Box 2713, Doha, Qatar |
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| SubjectTerms | Assessment Clinical Competence - standards Educational Measurement - methods Evaluation Humans OSCE Pharmacy Psychometrics Psychometrics - instrumentation Psychometrics - methods Psychometrics - standards Qatar Reproducibility of Results Students, Pharmacy - psychology Systems Analysis Universities - organization & administration |
| Title | Application of a systematic approach to evaluating psychometric properties of a cumulative exit-from-degree objective structured clinical examination (OSCE) |
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