Evaluation of a Cumulative Performance-based Assessment for Pharmacy Students in Qatar
Notice bibliographique
Résumé
Background: Objective structured clinical examinations (OSCEs) are considered the most psychometrically robust form of clinical skills assessment in the health professions. In 2014, the College of Pharmacy at Qatar University (CoP-QU) piloted the first cumulative OSCE for graduating students in collaboration with the Supreme Council of Health and the University of Toronto. Since then, interest has grown in measuring the psychometric properties of this examination to ensure adequate reliability, validity and defensibility. Objectives: This study aimed to evaluate the psychometric properties of the OSCE conducted in 2015 at the CoP-QU. A secondary objective of this study was to identify quality improvement opportunities for design, implementation, and evaluation of the OSCE. Methods: The psychometric analysis occurred as follows: We calculated cut scores and pass rates of the 10 stations being used in the OSCE assessment using borderline regression method. Predictive validity of undergraduate courses grades with OSCE grades were calculated using correlation and regression statistics. Concurrent validity of similar cumulative exams were evaluated using Pearson correlation. Risk of bias was calculated using Spearman correlation between assessors' analytical (checklist sheet of required tasks to be performed in a station) and global (the score of whole performance including communication skills on a scale from 1 to 5) scoring. Content validity was assessed quantitatively using 18 student-feedback forms and qualitatively through focus groups with OSCE participants and contributors (total of 5 assessors, 3 students, 3 administrators, 3 standardized patients). Interrater reliability was assessed using intra-class correlation coefficients (ICCs). Construct validity was evaluated by comparing interrater reliability between the first and second OSCE cycles. Cronbach's alpha was used to determine internal consistency of students' performance in all stations in terms of global and total scores. Correlation statistics were conducted at α level < 0.05. Results: Out of 50% allocated for global score and 50% for analytical score per station, and based on the cut scores calculated for every station, average pass rate per analytical checklist grades in all stations was 70.4%, while average pass rate calculated for total scores in all stations was 79.2%. Four courses simulating professional skills of OSCE, two adapted undergraduate formative OSCEs, and a Medicinal Chemistry course, the control, correlated with the OSCE grades as follow, 0.72 (P < 0.01), 0.47 (P < 0.05), 0.43 (P>0.05), 0.65 (P < 0.01), 0.78 (P < 0.01), 0.61 (P < 0.01), and 0.36 (P>0.05) respectively. OSCE grades can be moderately predicted by Professional skills course grades (52.3%) and its practical assessment (61.2%). Average correlation between analytical and global grades for all assessors was 0.52. A total of 90% of the stations were deemed to reflect practice, according to student perceptions. The average ICC of analytical checklists scores, global scores, and total scores were 0.88 (0.71-0.95), 0.61 (0.19-0.82), and 0.75 (0.45-0.88) respectively. Cronbach's alpha of students' performance in global scores across stations was 0.87, and 0.93 in terms of total scores. Conclusion: The cumulative OSCE conducted in 2015 showed acceptable validity and reliability as a high stakes examination and therefore is suitable to be implemented as a mandatory core curriculum component for student pharmacist assessment in Qatar.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,015 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».