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Medical Teacher Volume 35, 2013 - Issue 6
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Short Communication

Longitudinal interrelationships of OSCE station level analyses, quality improvement and overall reliability

Richard FullerUniversity of Leeds, UK; RICHARD FULLER, MA, MBChB, FRCP, is a consultant physician and Director of the Leeds MBChB undergraduate degree programme at Leeds Institute of Medical Education. His research interests focus on monitoring and improving the quality of assessment at programme levels, with particular focus on performance assessment.Correspondence[email protected]
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Matthew HomerUniversity of Leeds, UK; MATTHEW HOMER, BSc, MSc, PhD, is a research fellow at the University of Leeds, working jointly across the Schools of Medicine and Education. His key healthcare-related research focuses on the application of Item Response Theory in the analysis, quality management and development of written test items.
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Godfrey PellUniversity of Leeds, UK; GODFREY PELL, BEng, MSc, FRSS, C.Stat, C.Sci, is the senior statistician at Leeds Institute of Medical Education, who has a strong background in management. Before joining the University of Leeds, he was based in the Centre for Higher Education Practice at the Open University. His current research focuses on quality analysis within the OSCE and theoretical and practical applications of sequential test methods within performance testing.
Pages 515-517 | Published online: 15 Mar 2013

References

  • Boursicot KAM, Roberts TE, Burdick WP. Structured assessments of clinical competence. Understanding medical education series. Association for the Study of Medical Education, Edinburgh 2007
  • Brannick MT, Erol-Korkmaz HT, Prewett M. A systematic review of the reliability of objective structured clinical examination scores. Med Educ 2011; 45(12)1181–1189
  • Fuller R, Pell G, Homer M, Roberts T. Comments on ‘A systematic review of the reliability of objective structured clinical examination scores’. Med Educ 2012; 46(3)337
  • Schuwirth LTS, van der Vleuten CPM. Programmatic assessment and Kane's validity perspective. Med Educ 2012; 46(1)38–48
  • Pell G, Fuller R, Homer M, Roberts TE. How to measure the quality of the OSCE: A review of metrics – AMEE guide no. 49. Med Teach 2010; 32: 802–811
  • Pell G, Roberts TE. Setting standards for student assessment. Int J Res Method Educ 2006; 29(1)91–103
  • Sadler DR. Fidelity as a preconception for integrity in grading academic achievement. Assess Eval Higher Educ 2010; 35(6)727–743
  • White CB, Ross PT, Haftel MR. Assessing the assessment: Are senior summative osces measuring advanced knowledge, skills and attitudes?. Acad Med 2008; 83(12)1191–1195

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