Elementary school children as standardized patients in a summative OSCE – A mixed-method study according to the Ottawa criteria for good assessment

Abstract

Background

The goal of the present study was to evaluate whether children as standardized patients (SPs) for a summative OSCE station fulfills the Ottawa criteria for good assessment.

Methods

Data for participating students (n = 124), raters (n = 11), and children (n = 127) were collected using questionnaires (students, raters), focus groups (raters), and interviews (children, raters). The psychometrics (including reproducibility) of this OSCE station were also analyzed according to quality indices.

Results

Validity, reproducibility, feasibility, educational effect, and acceptability were attained for this OSCE station. Students and raters accepted the new approach and evaluated it as fair and acceptable, with realism and validity. This OSCE station had a perceived positive educational effect for ∼30% of the students, who expected child SPs. Raters stated it as feasible to involve children. The children enjoyed their participation, which was acceptable and feasible. Statistical measures were in the recommended ranges and showed reproducibility.

Conclusion

Children as SPs for a summative OSCE station was perceived as fair, acceptable, realistic, and feasible by all stakeholders, and with perceived positive educational impact. This pediatric OSCE station fulfilled five of the seven Ottawa criteria for good assessment. Further studies are needed to investigate different pediatric stations.

Keywords:

• Elementary school children
• summative OSCE

Acknowledgements

We would like to thank the students, raters, and child SPs for giving up their time to participate and support us by answering our study questions. We also thank Lina Wiedemar, Isabelle Steiner, Franziska Merz, Beate Brem, Christoph Berendonk, and Felicitas L. Wagner for their support, and our colleagues from Zurich (Ernst Jünger, Sabine Kroiss, Bea Latal) for their fruitful discussions during the whole project. We would like to thank the Federal Office of Public Health and the exam committee of the Federal Licensing Exam in Human Medicine (President (former) Prof. Andre Perruchoud) for partly funding this pilot project.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Additional information

Notes on contributors

Rabea Krings

Rabea Krings, Dr. phil., Department for Assessment and Evaluation (AAE), Institute for Medical Education, University of Bern.

Sabine Feller

Sabine Feller, MA, MAS Ev, Department for Assessment and Evaluation (AAE), Institute for Medical Education, University of Bern.

Ivana Wittwer

Ivana Wittwer, MSc in Psychology Institute for Psychology, University of Bern.

Kai Schnabel

Kai Schnabel, MD, MME, Head of Department Education and Media, Department for Education and Media (AUM), Institute for Medical Education, University of Bern.

Maja Steinlin

Maja Steinlin, MD, Professor for Neuropaediatrics, Head of division University Children’s Hospital, Inselspital, University of Bern.

Sören Huwendiek

Sören Huwendiek, MD, PhD, MME, FAMEE, Head of Department Assessment and Evaluation, Professor (assoc.) for Medical Education Department for Assessment and Evaluation (AAE), Institute for Medical Education, University of Bern.