Development of an Objective Structured Clinical Examination Station for Pediatric Occupational Therapy and an Evaluation of Its Quality
Copyright © 2022 by the American Occupational Therapy Association, Inc..
IMPORTANCE: The Objective Structured Clinical Examination (OSCE) is a highly valued measure of students' clinical competencies in medical education. However, few studies have reported on the administration of the OSCE in pediatric occupational therapy education.
OBJECTIVE: To describe the development of a pediatric occupational therapy OSCE station to evaluate students' use of a standardized assessment and examine its standard setting, failure rates, and psychometric properties.
DESIGN: Prospective, cross-sectional, observational study design.
SETTING: Three OSCE stations in a university clinical skills center.
PARTICIPANTS: Five experienced occupational therapists, 60 examinees, 44 child standardized patients, 44 chaperones, and 15 examiners.
MEASURES: The sum of the rating scale and the global performance scores were used. The rating scale measured the examinee's clinical competences in administering a standardized assessment. The 5-point global performance score was used to evaluate the examinee's whole performance.
RESULTS: The OCSE station's expert validity was acceptable (item-level content validity index [CVI] = 0.8-1.0; scale-level CVI = 0.98). Passing scores according to the Angoff method (passing score = 14) and the contrasting-groups M-SD method (passing score = 13) were similar. Failure rates were high (61.7%-73.3%). Internal consistency was acceptable (Cronbach's α = .78). No significant examiner effect was found (p = .554), and interexaminer reliability was acceptable (item score = 0.58-1.00; sum of the rating scale score = 0.97; global performance score = 0.79).
CONCLUSIONS AND RELEVANCE: The OSCE station for using a standardized assessment is a reliable and valid measure of students' interpersonal communication skills and assessment skills. What This Article Adds: The OSCE for education in pediatric occupational therapy is both effective and rigorous.
| Medienart: |
E-Artikel |
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| Erscheinungsjahr: |
2022 |
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| Erschienen: |
2022 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:76 |
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| Enthalten in: |
The American journal of occupational therapy : official publication of the American Occupational Therapy Association - 76(2022), 2 vom: 01. März |
| Sprache: |
Englisch |
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| Beteiligte Personen: |
Fu, Chung-Pei [VerfasserIn] |
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| Links: |
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| Themen: |
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| Anmerkungen: |
Date Completed 22.02.2022 Date Revised 22.02.2022 published: Print Citation Status MEDLINE |
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| doi: |
10.5014/ajot.2022.043521 |
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| funding: |
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| Förderinstitution / Projekttitel: |
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| PPN (Katalog-ID): |
NLM337114293 |
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| 500 | |a published: Print | ||
| 500 | |a Citation Status MEDLINE | ||
| 520 | |a Copyright © 2022 by the American Occupational Therapy Association, Inc. | ||
| 520 | |a IMPORTANCE: The Objective Structured Clinical Examination (OSCE) is a highly valued measure of students' clinical competencies in medical education. However, few studies have reported on the administration of the OSCE in pediatric occupational therapy education | ||
| 520 | |a OBJECTIVE: To describe the development of a pediatric occupational therapy OSCE station to evaluate students' use of a standardized assessment and examine its standard setting, failure rates, and psychometric properties | ||
| 520 | |a DESIGN: Prospective, cross-sectional, observational study design | ||
| 520 | |a SETTING: Three OSCE stations in a university clinical skills center | ||
| 520 | |a PARTICIPANTS: Five experienced occupational therapists, 60 examinees, 44 child standardized patients, 44 chaperones, and 15 examiners | ||
| 520 | |a MEASURES: The sum of the rating scale and the global performance scores were used. The rating scale measured the examinee's clinical competences in administering a standardized assessment. The 5-point global performance score was used to evaluate the examinee's whole performance | ||
| 520 | |a RESULTS: The OCSE station's expert validity was acceptable (item-level content validity index [CVI] = 0.8-1.0; scale-level CVI = 0.98). Passing scores according to the Angoff method (passing score = 14) and the contrasting-groups M-SD method (passing score = 13) were similar. Failure rates were high (61.7%-73.3%). Internal consistency was acceptable (Cronbach's α = .78). No significant examiner effect was found (p = .554), and interexaminer reliability was acceptable (item score = 0.58-1.00; sum of the rating scale score = 0.97; global performance score = 0.79) | ||
| 520 | |a CONCLUSIONS AND RELEVANCE: The OSCE station for using a standardized assessment is a reliable and valid measure of students' interpersonal communication skills and assessment skills. What This Article Adds: The OSCE for education in pediatric occupational therapy is both effective and rigorous | ||
| 650 | 4 | |a Journal Article | |
| 650 | 4 | |a Observational Study | |
| 700 | 1 | |a Chi, Hsin-Yu |e verfasserin |4 aut | |
| 700 | 1 | |a Li, Ming-Wei |e verfasserin |4 aut | |
| 700 | 1 | |a Liu, Chien-Hsiou |e verfasserin |4 aut | |
| 700 | 1 | |a Yeh, Jiann-Horng |e verfasserin |4 aut | |
| 700 | 1 | |a Wang, Chih-Chia |e verfasserin |4 aut | |
| 700 | 1 | |a Su, Chia-Ting |e verfasserin |4 aut | |
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