Improving assessment practice through cross-institutional collaboration: an exercise on the use of OSCEs

Malau-Aduli, Bunmi Sherifat, Teague, Peta-Ann, Turner, Richard, Holman, Benjamin, D'Souza, Karen, Garne, David, Heal, Clare, Heggarty, Paula, Hudson, Judith Nicky, Wilson, Ian G. and Van Der Vleuten, Cees 2016, Improving assessment practice through cross-institutional collaboration: an exercise on the use of OSCEs, Medical teacher, vol. 38, no. 3, pp. 263-271, doi: 10.3109/0142159X.2015.1016487.

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Title Improving assessment practice through cross-institutional collaboration: an exercise on the use of OSCEs
Author(s) Malau-Aduli, Bunmi Sherifat
Teague, Peta-Ann
Turner, Richard
Holman, Benjamin
D'Souza, KarenORCID iD for D'Souza, Karen
Garne, David
Heal, Clare
Heggarty, Paula
Hudson, Judith Nicky
Wilson, Ian G.
Van Der Vleuten, Cees
Journal name Medical teacher
Volume number 38
Issue number 3
Start page 263
End page 271
Total pages 9
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2016
ISSN 0142-159X
Keyword(s) Clinical Competence
Education, Medical, Undergraduate
Educational Measurement
Interinstitutional Relations
Quality Control
Reproducibility of Results
Schools, Medical
Social Sciences
Science & Technology
Life Sciences & Biomedicine
Education, Scientific Disciplines
Health Care Sciences & Services
Education & Educational Research
Summary BACKGROUND: This study was undertaken to improve assessment practice on OSCEs through collaboration across geographically dispersed medical schools in Australia.
METHODS: A total of eleven OSCE stations were co-developed by four medical schools and used in summative 2011 and 2012 examinations for the assessment of clinical performance in the early clinical and exit OSCEs in each school's medical course. Partial Credit Rasch Model was used to evaluate the psychometric properties of the shared OSCE data. Evaluation of the quality assurance reports was used to determine the beneficial impact of the collaborative benchmarking exercise on learning and teaching outcomes.
RESULTS: The data for each examination demonstrated sufficient fit to the Rasch model with infit mean square values ranging from 0.88 to 0.99. Person separation (1.25-1.63) indices indicated good reliability. Evaluation of perceived benefits showed that the benchmarking process was successful as it highlighted common curriculum areas requiring specific focus and provided comparable data on the quality of teaching at the participating medical schools.
CONCLUSION: This research demonstrates the validity of the psychometric data and benefits of evaluating clinical competence across medical schools without the enforcement of a prescriptive national curriculum or assessment.
Language eng
DOI 10.3109/0142159X.2015.1016487
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
1302 Curriculum And Pedagogy
1301 Education Systems
1303 Specialist Studies In Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Informa
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Document type: Journal Article
Collections: Faculty of Health
School of Medicine
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