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Faculty perspectives on the use of standardized versus non-standardized oral examinations to assess medical students

OBJECTIVES: To determine if faculty perceive standardized oral examinations to be more objective and useful than the non-standardized format in assessing third-year medical students’ learning on the obstetrics and gynecology rotation. METHODS: Obstetrics and gynecology faculty at three teaching hosp...

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Autores principales: Johnson, Natasha, Khachadoorian-Elia, Holly, Royce, Celeste, York-Best, Carey, Atkins, Katharyn, Chen, Xiaodong P., Pelletier, Andrea
Formato: Online Artículo Texto
Lenguaje:English
Publicado: IJME 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6387762/
https://www.ncbi.nlm.nih.gov/pubmed/30278431
http://dx.doi.org/10.5116/ijme.5b96.17ca
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author Johnson, Natasha
Khachadoorian-Elia, Holly
Royce, Celeste
York-Best, Carey
Atkins, Katharyn
Chen, Xiaodong P.
Pelletier, Andrea
author_facet Johnson, Natasha
Khachadoorian-Elia, Holly
Royce, Celeste
York-Best, Carey
Atkins, Katharyn
Chen, Xiaodong P.
Pelletier, Andrea
author_sort Johnson, Natasha
collection PubMed
description OBJECTIVES: To determine if faculty perceive standardized oral examinations to be more objective and useful than the non-standardized format in assessing third-year medical students’ learning on the obstetrics and gynecology rotation. METHODS: Obstetrics and gynecology faculty at three teaching hospitals were sampled to complete a survey retrospectively comparing the standardized oral examination (SOE) and non-standardized or traditional oral examinations (TOE).  A Likert scale (0-5) was used to assess satisfaction, objectivity, and usefulness of SOE and TOE.  Wilcoxon signed rank test was performed to compare median Likert scale scores for each survey item. A Spearman’s correlation coefficient was used to investigate the relationship between the perceived level of objectivity and SOE characteristics. For qualitative measures, content analysis was applied. RESULTS: Sixty-six percent (n=25) of eligible faculty completed the survey. Faculty perceived the standardized oral examination as significantly more objective compared with the non-standardized (z=-3.15, p=0.002). Faculty also found SOE to be more useful in assessing overall clerkship performance (z=-2.0, p<0.05). All of the survey participants were willing to administer the standardized examination again.  Faculty reported strengths of the SOE to be uniformity, fairness, and ease of use. Major weaknesses reported included inflexibility and decreased ability to assess students’ higher order reasoning skills. CONCLUSIONS: Faculty found standardized oral examinations to be more objective in assessing third-year medical students’ clinical competency when compared with a non-standardized approach.  This finding can be meaningfully applied to medical education programs internationally.
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spelling pubmed-63877622019-03-05 Faculty perspectives on the use of standardized versus non-standardized oral examinations to assess medical students Johnson, Natasha Khachadoorian-Elia, Holly Royce, Celeste York-Best, Carey Atkins, Katharyn Chen, Xiaodong P. Pelletier, Andrea Int J Med Educ Original Research OBJECTIVES: To determine if faculty perceive standardized oral examinations to be more objective and useful than the non-standardized format in assessing third-year medical students’ learning on the obstetrics and gynecology rotation. METHODS: Obstetrics and gynecology faculty at three teaching hospitals were sampled to complete a survey retrospectively comparing the standardized oral examination (SOE) and non-standardized or traditional oral examinations (TOE).  A Likert scale (0-5) was used to assess satisfaction, objectivity, and usefulness of SOE and TOE.  Wilcoxon signed rank test was performed to compare median Likert scale scores for each survey item. A Spearman’s correlation coefficient was used to investigate the relationship between the perceived level of objectivity and SOE characteristics. For qualitative measures, content analysis was applied. RESULTS: Sixty-six percent (n=25) of eligible faculty completed the survey. Faculty perceived the standardized oral examination as significantly more objective compared with the non-standardized (z=-3.15, p=0.002). Faculty also found SOE to be more useful in assessing overall clerkship performance (z=-2.0, p<0.05). All of the survey participants were willing to administer the standardized examination again.  Faculty reported strengths of the SOE to be uniformity, fairness, and ease of use. Major weaknesses reported included inflexibility and decreased ability to assess students’ higher order reasoning skills. CONCLUSIONS: Faculty found standardized oral examinations to be more objective in assessing third-year medical students’ clinical competency when compared with a non-standardized approach.  This finding can be meaningfully applied to medical education programs internationally. IJME 2018-09-29 /pmc/articles/PMC6387762/ /pubmed/30278431 http://dx.doi.org/10.5116/ijme.5b96.17ca Text en Copyright: © 2018 Natasha Johnson et al. http://creativecommons.org/licenses/by/3.0 This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited. http://creativecommons.org/licenses/by/3.0/
spellingShingle Original Research
Johnson, Natasha
Khachadoorian-Elia, Holly
Royce, Celeste
York-Best, Carey
Atkins, Katharyn
Chen, Xiaodong P.
Pelletier, Andrea
Faculty perspectives on the use of standardized versus non-standardized oral examinations to assess medical students
title Faculty perspectives on the use of standardized versus non-standardized oral examinations to assess medical students
title_full Faculty perspectives on the use of standardized versus non-standardized oral examinations to assess medical students
title_fullStr Faculty perspectives on the use of standardized versus non-standardized oral examinations to assess medical students
title_full_unstemmed Faculty perspectives on the use of standardized versus non-standardized oral examinations to assess medical students
title_short Faculty perspectives on the use of standardized versus non-standardized oral examinations to assess medical students
title_sort faculty perspectives on the use of standardized versus non-standardized oral examinations to assess medical students
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6387762/
https://www.ncbi.nlm.nih.gov/pubmed/30278431
http://dx.doi.org/10.5116/ijme.5b96.17ca
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