Impact of Formative OSCE on Students' Summative Clinical Performance

NCT03599232 | Completed

• 1 other identifier: NAlkhateeb
• Study Type: interventional
• Target: 119
• Locations: 1 country
• Sites: 1

Brief Summary

Assessment is now seen as a learning experience. there is little literature on objective structured clinical examination role for formative assessment especially in developing world Many studies showed that formative-OSCE contributes positively to final summative examination performance though most studies address this point through the students' perception toward the formative-OSCE. Having research that evaluates the effect of formative-OSCE introduction on a subsequent summative-OSCE in randomised controlled design may be of benefit for institutions considering the establishment of their own formative-OSCEs particularly in low resource countries.

Conditions

Objective Structured Clinical Examination; Clinical Performance

Keywords

formative assessment; objective structured clinical examination (OSCE); Iraq; impact; feedback

Outcome Measures

Primary Outcomes (1)

• performance in a summative OSCE test ( OSCE scores)

  The randomized groups of students with and without formative OSCE were compared on mean summative OSCE score they obtained at the end of pediatric module

  after 7 weeks from formative OSCE assessment

Secondary Outcomes (1)

• student feedback on formative OSCE

  after completing the summative OSCE ( 7weeks after formative OSCE)

Study Arms (2)

intervention( formative OSCE)

ACTIVE COMPARATOR

students attended a formative objective structured clinical examination (OSCE) on the first day of their pediatric module to assess the competencies they gained from previous modules. the formative OSCE composed of 8 stations, which were both interactive and static. The interactive stations include history taking, examination, communication (counseling about breastfeeding), and procedural skills (pediatric basic life support) while non-interactive stations include data interpretation, management (linked-station) and a video-station (emergency). assessed at end of the module(7 weeks) through summative OSCE

Other: Formative objective structured clinical examination (OSCE)

control

NO INTERVENTION

students in this group have attended pediatric module without formative OSCE and assessed at end of the module(7 weeks) through summative OSCE

Interventions

Formative objective structured clinical examination (OSCE) OTHER

intervention( formative OSCE)

Eligibility Criteria

• Age: 21 Years - 25 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Adult (18-64)

You may qualify if:

• th-year students of both gender

You may not qualify if:

• students who did not fulfill the 4th year requirements.
• absent on the day of performing formative OSCE
• did not agree to participate in formative OSCE

Sponsors & Collaborators

• Hawler Medical University: lead

Study Sites (1)

Hawler Medical University

Erbil, Kurdistan Region, 441001, Iraq

Location

MeSH Terms

Conditions

Tooth, Impacted

Condition Hierarchy (Ancestors)

Tooth Diseases; Stomatognathic Diseases

Study Officials

• Nazdar E. Alkhateeb, Master

  Hawler Medical University

  PRINCIPAL INVESTIGATOR

• Ali A. Al-Dabbagh, Professor

  Hawler Medical University

  STUDY DIRECTOR

• Mohammed Ibrahim, MRCPCH

  Queensland Health Service, Australia.

  STUDY CHAIR

• Namir G. Al-Tawil, Professor

  Hawler Medical University

  STUDY CHAIR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Masking Details: The staff who participated in the summative-OSCE(outcome assessor) were unaware of the group assignment and the two-teaching staff who participated in the intervention (Formative-OSCE) did not participate in the summative exam.
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Assistant Professor

Model Details: Students in the intervention group (first-arm) attended a formative-OSCE on the first day of their pediatric module to assess the competencies they gained from previous modules. The formative-OSCE design involved a blueprint development which served as a guideline for the development and face-validation of the 8 stations, which were both interactive and static. The formative-OSCE examiners consisted of 2 teaching staff and 11 postgraduate pediatric board trainees, who were trained by the researcher using role model and audiovisual aids. The formative-OSCE was carried out following the exact same process of the summative-OSCE. It composed of stations assessing same competencies with standardized mark sheets and feedback. Students received feedback on their performance in the formative-OSCE on the day the results were released on a one-to-one basis. at the end of pediatric module both groups undergo summative OSCEassessment

Study Record Dates

• First Submitted: June 24, 2018
• First Posted: July 26, 2018
• Study Start: September 17, 2016
• Primary Completion: May 20, 2017
• Study Completion: May 20, 2017
• Last Updated: July 26, 2018

Record last verified: 2018-07

Locations

IR (1)