Twelve tips for designing and implementing a structured rater training in OSCEs

Medical Teacher

Volumn 34, Issue 5, 2012, Pages 368-372

  Preusche, Ingrid ^a   Schmidts, Michael ^a   Wagner Menghin, Michaela ^a  

^a MEDICAL UNIVERSITY OF VIENNA   (Austria)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; AUSTRIA; CLINICAL COMPETENCE; EDUCATION; FEASIBILITY STUDY; HEALTH CARE QUALITY; MEDICAL EDUCATION; METHODOLOGY; ORGANIZATION AND MANAGEMENT; PROGRAM DEVELOPMENT; STANDARD;

AUSTRIA; CLINICAL COMPETENCE; EDUCATION, MEDICAL; EDUCATIONAL MEASUREMENT; FEASIBILITY STUDIES; PROGRAM DEVELOPMENT; PROGRAM EVALUATION;

EID: 84860152686     PISSN: 0142159X     EISSN: 1466187X     Source Type: Journal    
DOI: 10.3109/0142159X.2012.652705     Document Type: Article

References (14)

1. Chenot J-F, Simmenroth-Nayda A, Koch A, Fischer T, Scherer M, Emmert B, Stanske B, Kochen MM, Himmel W. 2007. Can student tutors act as examiners in an objective structured clinical examination? Med Educ 41:1032-1038. (Pubitemid 350029288)
2. Cohen J. 1988. Statistical power analysis for the behavioral sciences. 2nd ed. Hillsdale, NJ: Erlbaum.
3. Cook DA, Dupras DM, Beckman TJ, Thomas KG, Pankratz VS. 2009. Effect of rater training on reliability and accuracy of mini-CEX scores: A randomized, controlled trial. J Gen Intern Med 24(1):74-79.
4. Han JJ, Kreiter CD, Park H, Ferguson KJ. 2006. An experimental comparison of rater performance on an SP-based clinical skills exam. Teach Learn Med 18(4):304-309. (Pubitemid 44747359)
5. Harasym PH, Woloschuk W, Cunning L. 2008. Undesired variance due to examiner stringency/leniency effect in communication skill scores assessed in OSCEs. Adv Health Sci Educ 13:617-632.
6. Holmboe ES, Hawkins RE, Huot SJ. 2004. Effects of training in direct observation of medical residents' clinical competence: A randomized trial. Ann Intern Med 140(11):874-881.
7. Huber P, Baroffio A, Chamot E, Herrmann F, Nendaz MR, Vu NV. 2005. Effects of item and rater characteristics on checklist recording: What should we look for? Med Educ 39(8):852-858. (Pubitemid 41076157)
8. Joiner DA. 2000. Guidelines and ethical considerations for assessment center operations: International Task Force on Assessment Center guidelines. Public Pers Manage 29(3):315-331.
9. Khera N, Davies H, Davies H, Lissauer T, Skuse D, Wakeford R, Stroobant J. 2005. How should paediatric examiners be trained? Arch Dis Child 90:43-47. (Pubitemid 40052252)
10. Mazor KM, Zanetti ML, Alper EJ, Hatem D, Barrett SV, Meterko V, Gammon W, Pugnaire MP. 2007. Assessing professionalism in the context of an objective structured clinical examination: An in-depth study of the rating process. Med Educ 41:331-340. (Pubitemid 46569361)
11. Wilkinson TJ, Frampton CM, Thomson-Fawcett M, Egan T. 2003. Objectivity in objective structured clinical examinations: Checklists are no substitute for examiner commitment. Acad Med 78(2):219-223. (Pubitemid 36268296)
12. Williams RG, Klamen DA, McGaghie WC. 2003. Cognitive, social and environmental sources of bias in clinical performance ratings. Teach Learn Med 15(4):270-292. (Pubitemid 37414480)
13. Woehr DJ, Huffcutt AI. 1994. Rater training for performance appraisal: A quantitative review. J Occup Organ Psychol 67:189-205.
14. Wong ML, Fones CSL, Aw M, Tan CH, Low PS, Amin Z, Wong PS, Goh PS, Wai CT, Ong B, et al. 2007. Should non-expert clinician examiners be used in objective structured assessment of communication skills among final year medical undergraduates? Med Teach 29:927-932.