Progress testing of an objective structured clinical examination during undergraduate clinical clerkship: a mixed-methods pilot study

Progress testing is an assessment method in which an examination reflecting competencies at graduation is regularly administered to students over multiple years, thereby facilitating self-directed learning. However, the significance of the objective structured clinical examination as a progress test...

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Bibliographic Details
Published in:BMC medical education 2023-12, Vol.23 (1), p.958-958, Article 958
Main Authors: Shimizu, Ikuo, Mori, Junichiro, Yamauchi, Aiga, Kato, Sawako, Masuda, Yuichi, Nakazawa, Yuichi, Kanno, Hiroyuki
Format: Article
Language:English
Subjects:
Achievement tests
Attitudes
Clinical clerkship
Clinical competence
College students
Core curriculum
Educational Benefits
Educational tests and measurements
Evaluation
Examinations
Independent study
Learning
Learning Strategies
Lifelong learning
Medical education
Medical records
Medical students
Methods
Mixed methods research
Objective structured clinical examination
Periodic health examinations
Physical diagnosis
Pilot projects
Progress testing
Rating scale
Self-directed learning
Training
Undergraduate Study
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Summary:Progress testing is an assessment method in which an examination reflecting competencies at graduation is regularly administered to students over multiple years, thereby facilitating self-directed learning. However, the significance of the objective structured clinical examination as a progress test in undergraduate education, needs to be determined. This study provides evidence of the role of the objective structured clinical examination for progress testing and optimal scoring methods for assessing students in different academic years. We conducted a sequential explanatory mixed-methods pilot study. Participants were assessed using the Item Rating Scale, the year-adjusted Global Rating Scale, and the Training Level Rating Scale. The characteristics of each scale were compared quantitatively. In addition, the influence of the objective structured clinical examination as a progress test on learning attitudes was examined. Qualitative data from a post-examination questionnaire were analyzed, using content analysis to explore influences on self-directed learning. Sixth and fifth year clinical students (n = 235) took the objective structured clinical examination progress test. The total Item Rating Scales were recorded (%) as 59.03 ± 5.27 and 52.64 ± 5.08 (p 
ISSN:1472-6920
1472-6920
DOI:10.1186/s12909-023-04940-8