Use of a group objective structured clinical examination with first-year medical students

Research output: Contribution to journalArticle

18 Citations (Scopus)

Abstract

Purpose. To evaluate the implementation of a quarterly group objective structured clinical examination (GOSCE) to assess the patient-evaluation abilities of a medical school class. Method. The study subjects were 94 first-year students participating in the Principles of Clinical Medicine course at the Oregon Health Sciences University School of Medicine in 1992-93. To create the GOSCE, the authors modified the format of the quarterly objective structured clinical examination by making each standardized-patient station the site of an interaction between a standardized patient and a group of four or five students. The GOSCE’s reliability, content and face validity, and expense were evaluated. Student feedback was obtained using a structured questionnaire. Results. Performances varied both among the five stations of the GOSCE and among the 23 student groups: the mean percentage of items performed correctly per station was 83%, with a range of 73-97%. The reliability of the GOSCE’s stations was low, with intraclass correlations during the three consecutive quarters of .29, -.05, and .12. Despite no prior experience with this type of testing, the students’ mean rating of the GOSCE’s appropriateness was 3.8 (on a Likert scale of 1, poor, to 5, excellent), compared with 2.5 for the appropriateness of the written examination also used for quarterly assessment. The expense of the GOSCE was much less than the costs reported for the OSCE format. Conclusion. The use of the quarterly GOSCE favorably influenced the students, faculty, and curriculum. The GOSCE format made possible the assessment of a large number of students’ abilities, without the time and expense needed to evaluate students individually.

Original languageEnglish (US)
Pages (from-to)990-992
Number of pages3
JournalAcademic Medicine
Volume69
Issue number12
StatePublished - 1994

Fingerprint

first-year student
Medical Students
medical student
Students
examination
Group
student
Reproducibility of Results
medicine
school class
OSCE
Clinical Medicine
ability
health science
Medical Schools
Curriculum
rating
Medicine
Costs and Cost Analysis
curriculum

ASJC Scopus subject areas

  • Medicine(all)
  • Education
  • Public Health, Environmental and Occupational Health
  • Nursing(all)

Cite this

Use of a group objective structured clinical examination with first-year medical students. / Elliot, Diane; Fields, Scott; Keenen, Timothy L.; Jaffe, Arthur; Toffler, William.

In: Academic Medicine, Vol. 69, No. 12, 1994, p. 990-992.

Research output: Contribution to journalArticle

@article{548fd40b257d4bc0810dba7b77afd40f,
title = "Use of a group objective structured clinical examination with first-year medical students",
abstract = "Purpose. To evaluate the implementation of a quarterly group objective structured clinical examination (GOSCE) to assess the patient-evaluation abilities of a medical school class. Method. The study subjects were 94 first-year students participating in the Principles of Clinical Medicine course at the Oregon Health Sciences University School of Medicine in 1992-93. To create the GOSCE, the authors modified the format of the quarterly objective structured clinical examination by making each standardized-patient station the site of an interaction between a standardized patient and a group of four or five students. The GOSCE’s reliability, content and face validity, and expense were evaluated. Student feedback was obtained using a structured questionnaire. Results. Performances varied both among the five stations of the GOSCE and among the 23 student groups: the mean percentage of items performed correctly per station was 83{\%}, with a range of 73-97{\%}. The reliability of the GOSCE’s stations was low, with intraclass correlations during the three consecutive quarters of .29, -.05, and .12. Despite no prior experience with this type of testing, the students’ mean rating of the GOSCE’s appropriateness was 3.8 (on a Likert scale of 1, poor, to 5, excellent), compared with 2.5 for the appropriateness of the written examination also used for quarterly assessment. The expense of the GOSCE was much less than the costs reported for the OSCE format. Conclusion. The use of the quarterly GOSCE favorably influenced the students, faculty, and curriculum. The GOSCE format made possible the assessment of a large number of students’ abilities, without the time and expense needed to evaluate students individually.",
author = "Diane Elliot and Scott Fields and Keenen, {Timothy L.} and Arthur Jaffe and William Toffler",
year = "1994",
language = "English (US)",
volume = "69",
pages = "990--992",
journal = "Academic Medicine",
issn = "1040-2446",
publisher = "Lippincott Williams and Wilkins",
number = "12",

}

TY - JOUR

T1 - Use of a group objective structured clinical examination with first-year medical students

AU - Elliot, Diane

AU - Fields, Scott

AU - Keenen, Timothy L.

AU - Jaffe, Arthur

AU - Toffler, William

PY - 1994

Y1 - 1994

N2 - Purpose. To evaluate the implementation of a quarterly group objective structured clinical examination (GOSCE) to assess the patient-evaluation abilities of a medical school class. Method. The study subjects were 94 first-year students participating in the Principles of Clinical Medicine course at the Oregon Health Sciences University School of Medicine in 1992-93. To create the GOSCE, the authors modified the format of the quarterly objective structured clinical examination by making each standardized-patient station the site of an interaction between a standardized patient and a group of four or five students. The GOSCE’s reliability, content and face validity, and expense were evaluated. Student feedback was obtained using a structured questionnaire. Results. Performances varied both among the five stations of the GOSCE and among the 23 student groups: the mean percentage of items performed correctly per station was 83%, with a range of 73-97%. The reliability of the GOSCE’s stations was low, with intraclass correlations during the three consecutive quarters of .29, -.05, and .12. Despite no prior experience with this type of testing, the students’ mean rating of the GOSCE’s appropriateness was 3.8 (on a Likert scale of 1, poor, to 5, excellent), compared with 2.5 for the appropriateness of the written examination also used for quarterly assessment. The expense of the GOSCE was much less than the costs reported for the OSCE format. Conclusion. The use of the quarterly GOSCE favorably influenced the students, faculty, and curriculum. The GOSCE format made possible the assessment of a large number of students’ abilities, without the time and expense needed to evaluate students individually.

AB - Purpose. To evaluate the implementation of a quarterly group objective structured clinical examination (GOSCE) to assess the patient-evaluation abilities of a medical school class. Method. The study subjects were 94 first-year students participating in the Principles of Clinical Medicine course at the Oregon Health Sciences University School of Medicine in 1992-93. To create the GOSCE, the authors modified the format of the quarterly objective structured clinical examination by making each standardized-patient station the site of an interaction between a standardized patient and a group of four or five students. The GOSCE’s reliability, content and face validity, and expense were evaluated. Student feedback was obtained using a structured questionnaire. Results. Performances varied both among the five stations of the GOSCE and among the 23 student groups: the mean percentage of items performed correctly per station was 83%, with a range of 73-97%. The reliability of the GOSCE’s stations was low, with intraclass correlations during the three consecutive quarters of .29, -.05, and .12. Despite no prior experience with this type of testing, the students’ mean rating of the GOSCE’s appropriateness was 3.8 (on a Likert scale of 1, poor, to 5, excellent), compared with 2.5 for the appropriateness of the written examination also used for quarterly assessment. The expense of the GOSCE was much less than the costs reported for the OSCE format. Conclusion. The use of the quarterly GOSCE favorably influenced the students, faculty, and curriculum. The GOSCE format made possible the assessment of a large number of students’ abilities, without the time and expense needed to evaluate students individually.

UR - http://www.scopus.com/inward/record.url?scp=0028580118&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0028580118&partnerID=8YFLogxK

M3 - Article

C2 - 7999196

AN - SCOPUS:0028580118

VL - 69

SP - 990

EP - 992

JO - Academic Medicine

JF - Academic Medicine

SN - 1040-2446

IS - 12

ER -