CORRELATION ANALYSIS OF A STRUCTURED OBJECTIVE CLINICAL EXAMINATION
E. Urbaneja Rodríguez1
, M.A. Pino Vázquez1
, H. González García1
, R. Garrote Molpeceres1
, B. Izquierdo López1
, P. Jiménez Jiménez1
, P. Garcimartín Valle1
, M.B. Coco Martín2
, A. Mayo Iscar1
, R. Cuadrado Asensio3
, C. Medina Pérez4
, F.J. Álvarez Guisasola1
1Universidad de Valladolid (UVA) (SPAIN)
2Universidad Europea Miguel de Cervantes de Valladolid (SPAIN)
3IOBA, Universidad de Valladolid (UVA) (SPAIN)
4IBIOMED, Universidad de León (SPAIN)
Structured Objective Clinical Examination (OSCE) is an exam mode that has been developed and established to assess competencies in the upper reaches of the pyramid Miller. The reason for its popularity is that it represents a solution to the problems of getting a sampling and standardization of appropriated cases. This type of evaluation has been moving gradually to the long clinical cases as method for demonstrating clinical skills.
To check if there is significant correlation between the results of students in assessing knowledge with the results of assessment skills and attitudes. Determine the degree of influence of previous academic records (Global Bachelor and final of Pediatrics Classic marks) in the results, overall and by groups of skills, skills assessment in Pediatrics.
Material and Methods:
An OSCE was designed and performed for students in 6th of Medicine enrolled in the course of Pediatrics. It was divided into two periods: First one of traditional training and second one implementing new teaching methodologies. Afterwards the same correlations between the marks obtained by students in the theoretical course of pediatrics, GB notes and the results of a competency examination were analyzed; correlations between different skills, including knowledge assessment methodologies after distance education were also analyzed.
A strong correlation between the global marks and the Pediatrics Classic marks(r=0.820, p<0.0001) was observed. The mark obtained in the global OSCE correlate to a lower level with GB notes(r=0.468, p<0.0001) and Pediatric Classic(r=0.424, p<0.0001) and very similar in intensity, the correlation between global notes and notes Bachelor of Pediatrics Classic with knowledge assessment after a non-contact instruction(r=0.516, p<0.0001 and r=0.462, p<0.0001, respectively). When analyzing correlations between notes global OSCE with notes of groups of competencies that comprise it, relevant correlations are appreciated(knowledge r=0.529; history-taking r=0.596; communication: r=0.557; physical examination: r=0.480; technical skills: r=0.402 and management of clinical situations: r=0.667) which, although decreasing in intensity, remain relevant to the study of partial correlations removing the effect of global degree notes. The study of correlations between the powers of OSCE shows significant correlation between history-taking and communication(r=0.416) and between physical examination and management of clinical situations(r=0.434), correlations remain as relevant in the study of correlation withdrawing in effect Bachelor notes(r=0.369 and r=0.386 respectively).
Students who score higher on classical degree programs, also obtained good scores in a program of educational innovation globally analyzed in all competences. At a lower level there is significant correlation between global notes Bachelor and Pediatrics Classic with the overall results of the competency assessment, but influenced by the overall results of Bachelor, since these correlations disappear by removing the effect of notes Bachelor. Competency evaluation marks were relevantly correlated with each of the competences it was made of, and relationship remains removing the effect of BA notes. Competencies shown significant correlation between history-taking and communication and between physical examination and management of clinical situations.