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Our hypothesis was that residents would improve with each year of training, and that resident scores would also improve over time, with each year of OSCE testing.
Why? Can you compare the OSCE testing experience in assessing procedural skills to your current mode of procedural skills assessment?
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This could either be due to method effect or that OSCEs are testing knowledge application in a contrived setting and may not necessarily predict performance in a real doctor patient encounter.
The complete OSCE was tested before regular emergency training was started by 20 students (test OSCE group, see above) and faculty staff.
All available Internal Medicine residents at this hospital (n=46) participated in an annual formative 10-station OSCE that tested clinical skills.
Conversely, Keely, Myers and Dojeiji found that the internal consistency of one 22-minute station in an OSCE to test written communication skills of 36 Internal medicine residents from year 1 through 4, was 0.80.
In the US, Psychiatry Residents were more cautious about the usefulness of OSCEs to test higher psychiatric skills than to test the safety of medical students [ 27].
After the interview, the competence of students was assessed using an Objective Structured Clinical Examination (OSCE), a testing format widely believed to generate valid and reliable conclusions [ 12– 15].
Therefore, 20 voluntary students of the 7th semester took the emergency OSCE one week before regular emergency training started (i.e. at the same time as the student-authored OSCE stations were tested by the intervention group in their simulated OSCE).
Using SimMan for OSCE exams to test preclinical medical students can be explored in the future.
Future research on our presented concept should therefore aim for a direct comparison of these two teaching approaches on gain in skills and knowledge, ideally in the form of a randomized controlled trial with an OSCE as test format.
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