Validation Evidence using Generalizability Theory for an Objective Structured Clinical Examination
Notice bibliographique
Résumé
Objectives: Performance-based assessments, including objective structured clinical examinations (OSCEs), are essential learning assessments within pharmacy education. Because important educational decisions can follow from performance-based assessment results, pharmacy colleges/schools should demonstrate acceptable rigor in validation of their learning assessments. Though G-Theory has rarely been reported in pharmacy education, it would behoove pharmacy educators to, using G-Theory, produce evidence demonstrating reliability as a part of their OSCE validation process. This investigation demonstrates the use of G-Theory to describes reliability for an OSCE, as well as to show methods for enhancement of the OSCE’s reliability. Innovation: To evaluate practice-readiness in the semester before final-year rotations, third-year PharmD students took an OSCE. This OSCE included 14 stations over three weeks. Each week had four or five stations; one or two stations were scored by faculty-raters while three stations required students’ written responses. All stations were scored 1-4. For G-Theory analyses, we used G_Strings and then mGENOVA. Critical Analysis: Ninety-seven students completed the OSCE; stations were scored independently. First, univariate G-Theory design of students crossed with stations nested in weeks (p x s:w) was used. The total-score g-coefficient (reliability) for this OSCE was 0.72. Variance components for test parameters were identified. Of note, students accounted for only some OSCE score variation. Second, a multivariate G-Theory design of students crossed with stations (p· x s°) was used. This further analysis revealed which week(s) were weakest for the reliability of test-scores from this learning assessment. Moreover, decision-studies showed how reliability could change depending on the number of stations each week. For a g-coefficient >0.80, seven stations per week were needed. Additionally, targets for improvements were identified. Implications: In test validation, evidence of reliability is vital for the inference of generalization; G-Theory provided this for our OSCE. Results indicated that the reliability of scores was mediocre and could be improved with more stations. Revision of problematic stations could help reliability as well. Within this need for more stations, one practical insight was to administer those stations over multiple weeks/occasions (instead of all stations in one occasion).
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 | 0,004 | 0,012 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,003 |
| 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) | 0,000 | 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 ».