Your browser doesn't support javascript.
loading
Evaluating student performance assessment methods in Objective Structured Clinical Exam: perspectives and comparisons.
Godwin, Matthew; Lin, Amy J; Bin Hamdan, Rahaf; Aldosari, Muath; Lopez, Luis; Park, Sang E.
Afiliación
  • Godwin M; General Practice Dental Residency, Providence St. Peter Hospital, Olympia, Washington, USA.
  • Lin AJ; DMD Candidate, Class of 2026, Harvard School of Dental Medicine, Boston, Massachusetts, USA.
  • Bin Hamdan R; Department of Periodontics and Community Dentistry, King Saud University College of Dentistry, Riyadh, Saudi Arabia.
  • Aldosari M; Department of Periodontics and Community Dentistry, King Saud University College of Dentistry, Riyadh, Saudi Arabia.
  • Lopez L; Department of Oral Health Policy and Epidemiology, Harvard School of Dental Medicine, Boston, Massachusetts, USA.
  • Park SE; DMD Candidate, Class of 2026, Harvard School of Dental Medicine, Boston, Massachusetts, USA.
J Dent Educ ; 2024 May 12.
Article en En | MEDLINE | ID: mdl-38736189
ABSTRACT

PURPOSE:

This study aims to evaluate how student performance and perspectives changed when the Objective Structured Clinical Exam (OSCE) assessment system was changed from a composite score to discipline-specific grading at the Harvard School of Dental Medicine.

METHODS:

The retrospective study population consisted of all students (n = 349) who completed three OSCEs (OSCE 1, 2, and 3) as part of the predoctoral program during the years 2014-2023. Data on the students' OSCE scores were obtained from the Office of Dental Education, and data on students' race/ethnicity and gender were obtained from their admissions data.

RESULTS:

The likelihood of a student failing the OSCE after the assessment system change significantly increased with an adjusted odds ratio of 20.12. After the change, the number of failed subjects per student decreased with an adjusted mean ratio of 0.48. Students perceived the OSCE as being less useful after the change. Independent of the grading change, OSCEs 1 and 2 were seen as more useful compared to OSCE 3, which is administered in the last year of the Doctor of Dental Medicine program.

CONCLUSION:

The discipline-specific nature of the new assessment system helps focus on specific areas of remediation, rather than blanket remediation used previously, in order to isolate the actual areas of deficiency and to focus remediation efforts so that students can align their learning needs appropriately. Therefore, although the actual number of fails identified increased for the course, the assessment change has allowed for more directed, actionable information to be gained from the OSCE to prepare students to work toward competency standards.
Palabras clave
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: J Dent Educ Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: J Dent Educ Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos