Association of the pre-internship objective structured clinical examination in final year medical students with comprehensive written examinations

dc.creator	Hasan Eftekhar
dc.creator	Ali Labaf
dc.creator	Pasha Anvari
dc.creator	Arsia Jamali
dc.creator	Farshad Sheybaee-Moghaddam
dc.date	2012-04-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:10:04Z
dc.date.available	2015-07-20T22:10:04Z
dc.identifier	10.3402/meo.v17i0.15958
dc.identifier	1087-2981
dc.identifier	https://doaj.org/article/e6f3570bf2204902a92e726170c19dd3
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13345
dc.description	Aim: The purpose of this study is to evaluate the association of the pre-internship Objective Structured Clinical Examination (OSCE) in final year medical students with comprehensive written examinations. Subjects and material: All medical students of October 2004 admission who took part in the October 2010 National Comprehensive Pre-internship Examination (NCPE) and pre-internship OSCE were included in the study (n=130). OSCE and NCPE scores and medical grade point average (GPA) were collected.Results: GPA was highly correlated with NCPE (r=0.76 and P<0.001) and moderately with OSCE (r=0.68 and P<0.001). Similarly a moderate correlation was observed between NCPE and OSCE scores(r=0.6 and P<0.001).Linear stepwise regression shows r 2 of a model applying GPA as predictor of OSCE score is 0.46 (β = 0.68 and P<0.001), while addition of gender to the model increases r 2 to 0.59 (β = 0.61 and 0.36, for GPA and male gender, respectively and P<0.001). Logistic forward regression models shows male gender and GPA are the only dependent predictors of high score in OSCE. OR of GPA and male gender for high OSCE score are 4.89 (95% CI = 2.37–10.06) and 6.95 (95% CI = 2.00–24.21), respectively (P<0.001).Our findings indicate OSCE and examination which mainly evaluate knowledge, judged by GPA and NCPE are moderately to highly correlated. Our results illustrate the interwoven nature of knowledge and clinical skills. In other words, certain level of knowledge is crucial for appropriate clinical performance. Discussion: Our findings suggest neither OSCE nor written forms of assessments can replace each other. They are complimentary and should also be combined by other evaluations to cover all attributes of clinical competence efficiently.
dc.language	English
dc.publisher	Co-Action
dc.relation	http://med-ed-online.net/index.php/meo/article/view/15958/pdf_1
dc.relation	https://doaj.org/toc/1087-2981
dc.rights	CC BY
dc.source	Medical Education Online, Vol 17, Iss 0, Pp 1-7 (2012)
dc.subject	OSCE
dc.subject	clinical skills
dc.subject	written examination
dc.subject	reliability
dc.subject	validity
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	DOAJ:Medicine (General)
dc.subject	DOAJ:Health Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	DOAJ:Medicine (General)
dc.subject	DOAJ:Health Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.title	Association of the pre-internship objective structured clinical examination in final year medical students with comprehensive written examinations
dc.type	article