Abstract
In Arab countries there are few studies on assessment methods in the field of psychiatry. The objective of this study was to assess the outcome of different forms of psychiatric course assessment among fifth year medical students at King Faisal University, Saudi Arabia. We examined the performance of 110 fifth-year medical students through objective structured clinical examinations (OSCE), traditional oral clinical examinations (TOCE), portfolios, multiple choice questions (MCQ), and a written examination. The score ranges in TOCE, OSCE, portfolio, and MCQ were 32-50, 7-15, 5-10 and 22-45, respectively. In regression analysis, there was a significant correlation between OSCE and all forms of psychiatry examinations, except for the MCQ marks. OSCE accounted for 65.1% of the variance in total clinical marks and 31.5% of the final marks (P = 0.001), while TOCE alone accounted for 74.5% of the variance in the clinical scores. This study demonstrates a consistency among the students' assessment methods used in the psychiatry course, particularly the clinical component, in an integrated manner. This information would be useful for future developments in undergraduate teaching.
Highlights
Advances in Knowledge - In Arab countries there are few studies on assessment methods in the field of psychiatry, so this study contributes new information. - The results of this study revealed that there was no significant difference in the students’ scores that correlated with gender differences. - The objective structured clinical examination (OSCE) as a method of student assessment accounted for a sizable part of the variance in total clinical and final marks, which indicated that the implementation of objective structured clinical examinations (OSCE) is a useful adjunct to other forms of clinical assessment
Applications to Patient Care - This study showed that different forms of psychiatric assessment can improve student knowledge and the quality of their practice, and fulfill unmet information needs at the point of patient care. - Students should be encouraged to become familiar with updated methods of assessment in psychiatry courses
The OSCE accounted for 65.1% of the variance in total clinical marks and 31.5% of the final marks (P = 0.001), while the traditional oral clinical examinations (TOCE) alone accounted for 74.5% of the variance in the clinical scores
Summary
Abstract: Objectives: In Arab countries there are few studies on assessment methods in the field of psychiatry. The objective of this study was to assess the outcome of different forms of psychiatric course assessment among fifth year medical students at King Faisal University, Saudi Arabia. Methods: We examined the performance of 110 fifth-year medical students through objective structured clinical examinations (OSCE), traditional oral clinical examinations (TOCE), portfolios, multiple choice questions (MCQ), and a written examination. Results: The score ranges in TOCE, OSCE, portfolio, and MCQ were 32–50, 7–15, 5–10 and 22–45, respectively. Conclusions: This study demonstrates a consistency among the students’ assessment methods used in the psychiatry course, the clinical component, in an integrated manner. This information would be useful for future developments in undergraduate teaching
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