채점자의 입실이 OSCE 응시자 성적과 수행에 미치는 영향

• 영문명: Effects of Rater s Presence in OSCE Station on Examinee s Scores and Performance
• 발행기관: 한국의학교육학회
• 저자명: 방재범(Jae Beum Bang)
• 간행물 정보: 『Korean Journal of Medical Education』제20권 제3호, 241~247쪽, 전체 7쪽
• 주제분류: 의약학 > 기타의약학
• 파일형태: PDF
• 발행일자: 2008.09.30

영문 초록

Purpose: It is uncertain whether the rater s presence during administration of the objective structured clinical examination (OSCE) has any impact on examinee performance. To clarify this issue, the effects of a rater s presence during testing on OSCE score and examinee responses were analyzed. Methods: The OSCE comprised 24 stations of 12 duplicated cases. Twenty-eight of 83 fourth-year medical students were placed in four rater-absent stations (pediatrics, 2 stations; internal medicine, 2 stations). The scores of the rater-absent group were assessed after review of recorded videotapes. We obtained student responses on the rater s presence by means of a questionnaire. Statistical analysis (t-test) was performed using SPSS 14.0. Results: The scores of the rater-absent group compared with the rater-present group were 78.57±16.27 vs. 70.55±19.57 (p=0.066) for pediatrics, 66.07±14.74 vs. 64.36±14.88 (p=0.621) for internal medicine, and 67.75±5.43 vs. 69.13±4.85 (p=0.099) for total score, respectively. Subjects in the rater-absent group felt that they were in a real-life clinical situation (p=0.013) and concentrated better (p=0.006), and more students requested to take the OSCE without a rater in the station (p=0.000) than those in rater-present group. Conclusion: Although there was no significant difference in OSCE scores between the rater-absent and rater-present examinee groups, subjects at rater-absent stations felt more of a real clinical situation and could concentrate more effectively than those at rater-present stations. To this end, videotaped OSCE assessments should be considered to increase the validity of the examination.

목차

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대상 및 방법

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REFERENCES

키워드

Clinical competence Educational measurement