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A minority of students (4.8%) considered the SP examiner station more stressful than the physician examiner station.
No student reported not knowing what to expect for the SP examiner station.
The analysis also ensures that estimates for effects of candidate, examiner, station and mark each takes into account any effects due to confounding with other variables.
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The physician examiner stations were: precordial examination; respiratory examination; examination of second cranial nerve; assessment of a patient with chest pain; assessment of a patient with dyspnea; and assessment of a patient with liver disease.
The SP examiner stations were: examination of the knee; and examination of the spleen.
The mean scores for the six physician examiner stations and the two SP examiner stations were calculated for each student.
Multiple linear regression was used to study the relationship between the mean scores for physician examiner stations, SP examiner stations and the continuous dependent variable summative MCQ result.
The correlation between the mean scores for physician examiner stations and SP examiner stations was evaluated using Pearson's correlation coefficient.
The mean scores for physician examiner and SP examiner stations were compared using a two-sample test of variance and a two-sample t-test.
Less than one third of students (31.6%) felt that SP examiners were not sufficiently trained to judge the examination skills of a clerk and approximately one third of students (36.4%) of students would like to have seen more SP examiner stations.
With one examiner per station, seven stations could produce a reliability of more than 0.80 in both PBQ and SQ formats.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com