Measuring the Effect of Using a Borderline Students' Characteristics Model on Reliability of Objective Structured Clinical Examination.

Abstract

Defining borderline group is a crucial step when applying standard setting methods in objective structured clinical examination (OSCE). However, it is the most challenging and demanding task. This study aimed to measure the effect of using a model describing characteristics of borderline students on the reliability and metrics of OSCE. This model was adopted from a qualitative study based on conducted semi-structured interviews with experienced raters. The model identifies several themes categorized under four items which are gathering patient information, examining patients, communicating with patients, and general personal characteristics. In the current study, two groups of evaluators were investigated: one as the experimental group that received orientation about the used model and the other as the control group that did not receive any orientation. We applied the model in two mirrored OSCE circuits. Using the model enhanced raters' global rating. Consequently, the cut scores between the two OSCE circuits were different, and the examination reliability and quality metrics were improved.