Volume 19 Issue 11
Nov.  2021
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Article Navigation >  Chinese Journal of General Practice  > 2021  >  19(11): 1935-1938
CHEN Xiao-hui, CHEN Jing, WANG Wei, GAO Yong. Application of objective structured clinical examination in annual assessment of standardised training for residents[J]. Chinese Journal of General Practice, 2021, 19(11): 1935-1938. doi: 10.16766/j.cnki.issn.1674-4152.002205
Citation: CHEN Xiao-hui, CHEN Jing, WANG Wei, GAO Yong. Application of objective structured clinical examination in annual assessment of standardised training for residents[J]. Chinese Journal of General Practice, 2021, 19(11): 1935-1938. doi: 10.16766/j.cnki.issn.1674-4152.002205
shu

Application of objective structured clinical examination in annual assessment of standardised training for residents

doi: 10.16766/j.cnki.issn.1674-4152.002205

  • Clinical Teaching Department, the First Affiliated Hospital of Bengbu Medical College, Bengbu, Anhui 233004, China

Funds:

 2018zygc119

  • Received Date: 2021-03-26
    Available Online: 2022-02-15
    Abstract
  •   Objective  To guide the examination question setting of Objective Structured Clinical Examination (OSCE) in the future and make the examination questions more standardised and reasonable through research on the application of OSCE in the annual assessment of standardised training for residents.  Methods  The assessment results of 62 internal medicine students in 2018 and 64 in 2019 who participated in the annual assessment of standardized training for residents in the First Affiliated Hospital of Bengbu Medical College in 2020 were selected as the research object. The reliability, validity, difficulty, degree of differentiation of OSCE were respectively analysed. The test scores of students of two grades at each station were compared. The reasonable degree of OSCE test question setting and the impact of training time on their scores were discussed.  Results  The OSCE reliability selection evaluator was analysed, and the results were good. Validity was evaluated by content validity, which was relatively high. The OSCE tests ranged from 0.55 to 0.78 with a total difficulty of 0.72 for 2018 students, and from 0.49 to 0.79 with a total difficulty of 0.67 for 2019 students. The single-station difficulty and overall difficulty of the two grades basically reached the appropriate standard. The distinction of the OSCE question for the class of 2018 was 0.18, and the distinction for the class of 2019 was 0.19, which was insufficient. By comparing the test scores of students in each station of both grades, there were five stations (a total of six stations) of students in the class of 2018 whose scores were higher than those of students in the class of 2019, and the difference was statistically significant (P < 0.001).  Conclusion  The OSCE examination station is set reasonably, which can objectively reflect the training level and clinical practice ability of the students, and there is room for improvement in the assessment differentiation. The training time is positively correlated with the results.

     

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