How do formative objective structured clinical examinations drive learning? Analysis of residents’ perceptions |
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Authors: | Debra Pugh Isabelle Desjardins Kevin Eva |
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Institution: | 1. Department of Medicine, University of Ottawa, Ottawa, Canada;2. Department of Medicine, University of British Columbia and Senior Scientist at the Centre for Health Education Scholarship (CHES), Vancouver, Canada |
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Abstract: | Introduction: Although several studies have explored the relationship between learning and written tests, little is understood about how performance-based examinations influence learning. The purpose of this study was to explore how a formative objective structured clinical examination (OSCE) drives learning.Methods: We administered surveys to residents (n?=?35) at three time points to determine if and how an OSCE influenced their learning: before and immediately following the OSCE, and after the distribution of their results. Differences in quantitative responses between high- and low-performing residents and across time were compared using repeated-measures ANOVA. Thematic analysis was used to analyze narrative comments.Results: Participants’ goals for the OSCE related to performance, mastery and feedback. Almost all participants reported that they had learned something from the OSCE (94%) and most participants generated learning goals after the OSCE (71%). High performers appeared to recognize the importance of content-related knowledge for scoring well before and after the OSCE, whereas low performers may have under-estimated its importance until after the examination.Discussion: Participants viewed a formative OSCE as both a hurdle to overcome (assessment of learning) and an opportunity to learn (assessment for learning). Understanding how OSCEs influence study behavior can help guide the development of assessments that promote learning. |
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