Enhancing authenticity, diagnosticity and equivalence (AD-Equiv) in multicentre OSCE exams in health professionals education: protocol for a complex intervention study
<p><strong>Introduction</strong> Objective structured clinical exams (OSCEs) are a cornerstone of assessing the competence of trainee healthcare professionals, but have been criticised for (1) lacking authenticity, (2) variability in examiners’ judgements which can challenge assess...
| Main Authors: | , , , , , , , , , , , , , |
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| Format: | Journal article |
| Language: | English |
| Published: |
BMJ Publishing Group
2022
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| _version_ | 1797109654910664704 |
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| author | Yeates, P Maluf, A Kinston, R Cope, N McCray, G Cullen, K O'Neill, V Cole, A Goodfellow, R Vallender, R Chung, C-W McKinley, RK Fuller, R Wong, G |
| author_facet | Yeates, P Maluf, A Kinston, R Cope, N McCray, G Cullen, K O'Neill, V Cole, A Goodfellow, R Vallender, R Chung, C-W McKinley, RK Fuller, R Wong, G |
| author_sort | Yeates, P |
| collection | OXFORD |
| description | <p><strong>Introduction</strong> Objective structured clinical exams (OSCEs) are a cornerstone of assessing the competence of trainee healthcare professionals, but have been criticised for (1) lacking authenticity, (2) variability in examiners’ judgements which can challenge assessment equivalence and (3) for limited diagnosticity of trainees’ focal strengths and weaknesses. In response, this study aims to investigate whether (1) sharing integrated-task OSCE stations across institutions can increase perceived authenticity, while (2) enhancing assessment equivalence by enabling comparison of the standard of examiners’ judgements between institutions using a novel methodology (video-based score comparison and adjustment (VESCA)) and (3) exploring the potential to develop more diagnostic signals from data on students’ performances.</p>
<p><strong>Methods and analysis</strong> The study will use a complex intervention design, developing, implementing and sharing an integrated-task (research) OSCE across four UK medical schools. It will use VESCA to compare examiner scoring differences between groups of examiners and different sites, while studying how, why and for whom the shared OSCE and VESCA operate across participating schools. Quantitative analysis will use Many Facet Rasch Modelling to compare the influence of different examiners groups and sites on students’ scores, while the operation of the two interventions (shared integrated task OSCEs; VESCA) will be studied through the theory-driven method of Realist evaluation. Further exploratory analyses will examine diagnostic performance signals within data.</p>
<p><strong>Ethics and dissemination</strong> The study will be extra to usual course requirements and all participation will be voluntary. We will uphold principles of informed consent, the right to withdraw, confidentiality with pseudonymity and strict data security. The study has received ethical approval from Keele University Research Ethics Committee. Findings will be academically published and will contribute to good practice guidance on (1) the use of VESCA and (2) sharing and use of integrated-task OSCE stations.</p> |
| first_indexed | 2024-03-07T07:44:34Z |
| format | Journal article |
| id | oxford-uuid:d8586ed9-def3-46e1-a9fb-2b4620e318ef |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T07:44:34Z |
| publishDate | 2022 |
| publisher | BMJ Publishing Group |
| record_format | dspace |
| spelling | oxford-uuid:d8586ed9-def3-46e1-a9fb-2b4620e318ef2023-05-23T17:00:34ZEnhancing authenticity, diagnosticity and equivalence (AD-Equiv) in multicentre OSCE exams in health professionals education: protocol for a complex intervention studyJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:d8586ed9-def3-46e1-a9fb-2b4620e318efEnglishSymplectic ElementsBMJ Publishing Group2022Yeates, PMaluf, AKinston, RCope, NMcCray, GCullen, KO'Neill, VCole, AGoodfellow, RVallender, RChung, C-WMcKinley, RKFuller, RWong, G<p><strong>Introduction</strong> Objective structured clinical exams (OSCEs) are a cornerstone of assessing the competence of trainee healthcare professionals, but have been criticised for (1) lacking authenticity, (2) variability in examiners’ judgements which can challenge assessment equivalence and (3) for limited diagnosticity of trainees’ focal strengths and weaknesses. In response, this study aims to investigate whether (1) sharing integrated-task OSCE stations across institutions can increase perceived authenticity, while (2) enhancing assessment equivalence by enabling comparison of the standard of examiners’ judgements between institutions using a novel methodology (video-based score comparison and adjustment (VESCA)) and (3) exploring the potential to develop more diagnostic signals from data on students’ performances.</p> <p><strong>Methods and analysis</strong> The study will use a complex intervention design, developing, implementing and sharing an integrated-task (research) OSCE across four UK medical schools. It will use VESCA to compare examiner scoring differences between groups of examiners and different sites, while studying how, why and for whom the shared OSCE and VESCA operate across participating schools. Quantitative analysis will use Many Facet Rasch Modelling to compare the influence of different examiners groups and sites on students’ scores, while the operation of the two interventions (shared integrated task OSCEs; VESCA) will be studied through the theory-driven method of Realist evaluation. Further exploratory analyses will examine diagnostic performance signals within data.</p> <p><strong>Ethics and dissemination</strong> The study will be extra to usual course requirements and all participation will be voluntary. We will uphold principles of informed consent, the right to withdraw, confidentiality with pseudonymity and strict data security. The study has received ethical approval from Keele University Research Ethics Committee. Findings will be academically published and will contribute to good practice guidance on (1) the use of VESCA and (2) sharing and use of integrated-task OSCE stations.</p> |
| spellingShingle | Yeates, P Maluf, A Kinston, R Cope, N McCray, G Cullen, K O'Neill, V Cole, A Goodfellow, R Vallender, R Chung, C-W McKinley, RK Fuller, R Wong, G Enhancing authenticity, diagnosticity and equivalence (AD-Equiv) in multicentre OSCE exams in health professionals education: protocol for a complex intervention study |
| title | Enhancing authenticity, diagnosticity and equivalence (AD-Equiv) in multicentre OSCE exams in health professionals education: protocol for a complex intervention study |
| title_full | Enhancing authenticity, diagnosticity and equivalence (AD-Equiv) in multicentre OSCE exams in health professionals education: protocol for a complex intervention study |
| title_fullStr | Enhancing authenticity, diagnosticity and equivalence (AD-Equiv) in multicentre OSCE exams in health professionals education: protocol for a complex intervention study |
| title_full_unstemmed | Enhancing authenticity, diagnosticity and equivalence (AD-Equiv) in multicentre OSCE exams in health professionals education: protocol for a complex intervention study |
| title_short | Enhancing authenticity, diagnosticity and equivalence (AD-Equiv) in multicentre OSCE exams in health professionals education: protocol for a complex intervention study |
| title_sort | enhancing authenticity diagnosticity and equivalence ad equiv in multicentre osce exams in health professionals education protocol for a complex intervention study |
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