Comparison of student examiner to faculty examiner scoring and feedback in an OSCE
Bibliographic record
Abstract
OBJECTIVES: to help reduce pressure on faculty staff, medical students have been used as raters in objective structured clinical examinations (OSCEs). There are few studies regarding their ability to complete checklists and global rating scales, and a paucity of data on their ability to provide feedback to junior colleagues. The objectives of this study were: (i) to compare expert faculty examiner (FE) and student-examiner (SE) assessment of students' (candidates') performances on a formative OSCE; (ii) to assess SE feedback provided to candidates, and (iii) to seek opinion regarding acceptability from all participants. METHODS: year 2 medical students (candidates, n = 66) participated in a nine-station formative OSCE. Year 4 students (n = 27) acted as SEs and teaching doctors (n = 27) served as FEs. In each station, SEs and FEs independently scored the candidates using checklists and global rating scales. The SEs provided feedback to candidates after each encounter. The FEs evaluated SEs on the feedback provided using a standardised rating scale (1 = strongly disagree, 5 = strongly agree) for several categories, according to whether the feedback was: balanced; specific; accurate; appropriate; professional, and similar to feedback the FE would have provided. All participants completed questionnaires exploring perceptions and acceptability. RESULTS: there was a high correlation on the checklist items between raters on each station, ranging from 0.56 to 0.86. Correlations on the global rating for each station ranged from 0.23 to 0.78. Faculty examiners rated SE feedback highly, with mean scores ranging from 4.02 to 4.44 for all categories. There was a high degree of acceptability on the part of candidates and examiners. CONCLUSIONS: student-examiners appear to be a viable alternative to FEs in a formative OSCE in terms of their ability to both complete checklists and provide feedback.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".