190
Views
0
CrossRef citations to date
0
Altmetric
Articles

Interrater reliability in neurology objective structured clinical examination across specialties

ORCID Icon, , , , , , , , , , , , , , , , , & ORCID Icon show all

References

  • Blood AD, Park YS, Lukas RV, Brorson JR. 2015. Neurology objective structured clinical examination reliability using generalizability theory. Neurology [Internet]. 85(18):1623–1629. doi: 10.1212/WNL.0000000000002053.
  • Donohoe CL, Reilly F, Donnelly S, Cahill RA. 2020. Is there variability in scoring of student surgical OSCE performance based on examiner experience and expertise? J Surg Educ. 77(5):1202–1210. doi: 10.1016/j.jsurg.2020.03.009.
  • Downing SM. 2005. Threats to the validity of clinical teaching assessments: what about rater error? Med Educ. 39(4):353–355. doi: 10.1111/j.1365-2929.2005.02138.x.
  • Floreck LM, De Champlain AF. 2001. Assessing sources of score variability in a multisite medical performance assessment: an application of hierarchial linear modeling. Acad Med. 76(Supplement):S93–S95. doi: 10.1097/00001888-200110001-00031.
  • Govaerts MJB, van der Vleuten CPM, Schuwirth LWT. 2002. Optimising the reproducibility of a performance-based assessment test in midwifery education. Adv Health Sci Educ Theory Pract. 7(2):133–145.
  • Harasym PH, Woloschuk W, Cunning L. 2008. Undesired variance due to examiner stringency/leniency effect in communication skill scores assessed in OSCEs. Adv Health Sci Educ Theory Pract. 13(5):617–632. doi: 10.1007/s10459-007-9068-0.
  • Harden RM, Stevenson M, Downie WW, Wilson GM. 1975. Assessment of clinical competence using objective structured examination. BMJ [Internet]. 1(5955):447–451. [accessed 2021 Sep 5]. doi: 10.1136/bmj.1.5955.447.
  • Hodges B, McIlroy JH. 2003. Analytic global OSCE ratings are sensitive to level of training. Med Educ. 37(11):1012–1016. doi: 10.1046/j.1365-2923.2003.01674.x.
  • Homer M. 2022. Pass/fail decisions and standards: the impact of differential examiner stringency on OSCE outcomes. Adv Health Sci Educ Theory Pract. 27(2):457–473. doi: 10.1007/s10459-022-10096-9.
  • Hope D, Cameron H. 2015. Examiners are most lenient at the start of a two-day OSCE. Med Teach. 37(1):81–85. doi: 10.3109/0142159X.2014.947934.
  • Humphrey-Murto S, Smee S, Touchie C, Wood TJ, Blackmore DE. 2005. A comparison of physician examiners and trained assessors in a high-stakes OSCE setting. Acad Med [Internet]. 80(Supplement):S59–S62. doi: 10.1097/00001888-200510001-00017.
  • Koo TK, Li MY. 2016. A guideline of selecting and reporting intraclass correlation coefficients for reliability research. J Chiropr Med. 15(2):155–163. doi: 10.1016/j.jcm.2016.02.012.
  • Landy FJ, Farr JL. 1980. Performance rating. Psychol Bull [Internet]. 87(1):72–107. doi: 10.1037/0033-2909.87.1.72.
  • Ma IWY, Zalunardo N, Pachev G, Beran T, Brown M, Hatala R, McLaughlin K. 2012. Comparing the use of global rating scale with checklists for the assessment of central venous catheterization skills using simulation. Adv Health Sci Educ Theory Pract. 17(4):457–470. doi: 10.1007/s10459-011-9322-3.
  • McManus I, Thompson M, Mollon J. 2006. Assessment of examiner leniency and stringency ('hawk-dove effect’) in the MRCP(UK) clinical examination (PACES) using multi-facet Rasch modelling. BMC Med Educ. 6(1):42. doi: 10.1186/1472-6920-6-42.
  • Nicholl DJ, Appleton JP. 2015. Clinical neurology: why this still matters in the 21st century. J Neurol Neurosurg Psychiatry. 86(2):229–233. [accessed 2021 Sep 5]. doi: 10.1136/jnnp-2013-306881.
  • Pell G, Homer M, Fuller R. 2015. Investigating disparity between global grades and checklist scores in OSCEs. Med Teach. 37(12):1106–1113. doi: 10.3109/0142159X.2015.1009425.
  • Pell G, Homer MS, Roberts TE. 2008. Assessor training: its effects on criterion‐based assessment in a medical context. Int J Res Method in Educ [Internet]. 31(2):143–154. doi: 10.1080/17437270802124525.
  • Regehr G, MacRae H, Reznick RK, Szalay D. 1998. Comparing the psychometric properties of checklists and global rating scales for assessing performance on an OSCE-format examination: academic Medicine [Internet]. Acad Med. 73(9):993–997. doi: 10.1097/00001888-199809000-00020.
  • Sebok SS, Roy M, Klinger DA, De Champlain AF. 2015. Examiners and content and site: oh My! A national organization’s investigation of score variation in large-scale performance assessments. Adv Health Sci Educ Theory Pract. 20(3):581–594. doi: 10.1007/s10459-014-9547-z.
  • Wilkinson TJ, Frampton CM, Thompson-Fawcett M, Egan T. 2003. Objectivity in objective structured clinical examinations: Checklists are no substitute for examiner commitment. Acad Med. 78(2):219–223. doi: 10.1097/00001888-200302000-00021.
  • Wilson GM, Lever R, Harden RM, Robertson JIS, Macritchie J. 1969. Examination of clinical examiners. The Lancet [Internet]. 293(7584):37–40. doi: 10.1016/S0140-6736(69)90998-2.
  • Wong ML, Fones CSL, Aw M, Tan CH, Low PS, Amin Z, Wong PS, Goh PS, Wai C-T, Ong B, et al. 2007. Should non-expert clinician examiners be used in objective structured assessment of communication skills among final year medical undergraduates? Med Teach. 29(9):927–932. [accessed 2021 Sep 5]. doi: 10.1080/01421590701601535.
  • Yeates P, Cope N, Hawarden A, Bradshaw H, McCray G, Homer M. 2019. Developing a video-based method to compare and adjust examiner effects in fully nested OSCEs. Med Educ. 53(3):250–263. doi: 10.1111/medu.13783.
  • Yeates P, Moult A, Cope N, McCray G, Xilas E, Lovelock T, Vaughan N, Daw D, Fuller R, McKinley RK. (Bob). 2021. Measuring the effect of examiner variability in a multiple-circuit objective structured clinical examination (OSCE). Academic Medicine [Internet]. 96(8):1189–1196. doi: 10.1097/ACM.0000000000004028.
  • Yeates P, Sebok-Syer SS. 2017. Hawks, Doves and Rasch decisions: understanding the influence of different cycles of an OSCE on students’ scores using Many Facet Rasch Modeling. Med Teach. 39(1):92–99. doi: 10.1080/0142159X.2017.1248916.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.