The view from over there: Reframing the OSCE through the experience of standardised patient raters

Medical Education

Volumn 47, Issue 9, 2013, Pages 899-909

  Johnston, Jennifer L ^a   Lundy, Gerard ^a   Mccullough, Melissa ^a   Gormley, Gerard J ^a  

^a QUEEN'S UNIVERSITY BELFAST   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ADULT; AGED; ARTICLE; CLINICAL COMPETENCE; EDUCATION; FEMALE; HUMAN; INFORMATION PROCESSING; MALE; MEDICAL EDUCATION; METHODOLOGY; MIDDLE AGED; PATIENT SATISFACTION; PSYCHOMETRY; STANDARD; VERBAL COMMUNICATION; YOUNG ADULT;

ADOLESCENT; ADULT; AGED; CLINICAL COMPETENCE; EDUCATION, MEDICAL, UNDERGRADUATE; EDUCATIONAL MEASUREMENT; FEMALE; FOCUS GROUPS; HUMANS; MALE; MIDDLE AGED; NARRATION; PATIENT SATISFACTION; PSYCHOMETRICS; REFERENCE STANDARDS; YOUNG ADULT;

EID: 84881512470     PISSN: 03080110     EISSN: 13652923     Source Type: Journal    
DOI: 10.1111/medu.12243     Document Type: Article

References (39)

1. Barrows HS. Overview of the uses of standardised patients for teaching and evaluating clinical skills. Acad Med 1993;68 (6):443-4.
2. Adamo G. Simulated and standardised patients in OSCEs: achievements and challenges 1992-2003. Med Teach 2003;25 (3):262-70.
3. Researchers in Clinical Skills Assessment. Consensus statement of the researchers in clinical skills assessment (RCSA) on the use of standardised patients to evaluate clinical skills. Acad Med 1993;68 (6):475-7.
4. May W, Park JH, Lee JP. A 10-year review of the literature on the use of standardised patients in teaching and learning: 1996-2005. Med Teach 2009;31:487-92.
5. Bokken L, Linssen T, Scherpbier A, van der Vleuten C, Rethans JJ. Feedback by simulated patients in undergraduate medical education: a systematic review of the literature. Med Educ 2009;43 (3):202-10.
6. General Medical Council. Good Medical Practice. London: GMC 2006.
7. Rees CE, Knight LV, Wilkinson CE. 'User involvement is a sine qua non, almost, in medical education': learning with rather than just about health and social care service users. Adv Health Sci Educ 2007;12 (3):359-90.
8. Bleakley A, Bligh J. Students learning from patients: let's get real in medical education. Adv Health Sci Educ 2008;13 (1):89-107.
9. General Medical Council. Patient and Public Involvement in Undergraduate Medical Education: Advice Supplementary to Tomorrow's Doctors. London: GMC 2009.
10. Norman GR, Barrows HS, Gliva G, Woodward C. Simulated patients. In: Neufield VR, Norman GR, eds. Assessing Clinical Competence. New York: Springer 1985;219-29.
11. Tamblyn RM, Klass DJ, Schnabl GK, Kopelow MJ. The accuracy of standardised patient presentation. Med Educ 1991;25:100-9.
12. Harden RM, Gleeson FA. Assessment of clinical competence using an objective structured clinical examination (OSCE). Med Educ 1979;13 (1):39-54.
13. Wass V, van der Vleuten C, Shatzer J, Jones R. Assessment of clinical competence. Lancet 2001;357:945-9.
14. Nestel D, Kneebone R. Perspective: authentic patient perspectives in simulations for procedural and surgical skills. Acad Med 2009;84 (7):950-3.
15. van Zanten M, Boulet JR, McKinley DW, DeChamplain A, Jobe AC. Assessing the communication and interpersonal skills of graduates of international medical schools as part of the United States Medical Licensing Exam (USMLE) Step 2 Clinical Skills (CS) Exam. Acad Med 2007;82 (Suppl 10):65-8.
16. Vu NV, Marcy MM, Colliver JA, Verhulst SJ, Travis TA, Barrows HS. Standardised (simulated) patients' accuracy in recording clinical performance checklist items. Med Educ 1992;26 (2):99-104.
17. Duffy F, Gordon GH, Whelan G, Cole-Kelly K, Frankel R. Assessing competence in communication and interpersonal skills: the Kalamazoo II report. Acad Med 2004;79 (6):495-507.
18. Homer M, Pell G. The impact of the inclusion of simulated patient ratings on the reliability of OSCE assessments under the borderline regression method. Med Teach 2009;31 (5):420-5.
19. Martin JA, Reznick RK, Rothman A, Tamblyn RM, Regehr G. Who should rate candidates in an objective structured clinical examination? Acad Med 1996;71 (2):170-5.
20. Whelan P, Church L. Using standardised patients' marks in scoring postgraduate psychiatry OSCEs. Acad Psychiatry 2009;33:319-22.
21. McLaughlin K, Gregor L, Jones A, Coderre S. Can standardised patients replace physicians as OSCE examiners? BMC Med Educ 2006;6:12.
22. Kilminster S, Roberts T, Morris P. Incorporating patients' assessment into objective structured clinical examinations. Educ Health (Abingdon) 2007;20 (1):6.
23. Mazor KM, Zanetti ML, Alper EJ, Hatem D, Barrett SV, Meterko V, Gammon W, Pugnaire MP. Assessing professionalism in the context of an objective structured clinical examination: an in-depth study of the rating process. Med Educ 2007;41 (4):331-40.
24. Hodges BD, McNaughton N. Who should be an OSCE examiner? Acad Psychiatry 2009;33 (4):282-4.
25. Spencer J, Godolphin W, Karpenko N, Towle A. Can Patients be Teachers? Involving Patients and Service Users in Healthcare Professionals' Education. London: Health Foundation 2011.
26. Boursicot K, Etheridge L, Setna Z, Sturrock A, Ker J, Smee S, Sambandam E. Performance in assessment: consensus statement and recommendations from the Ottawa conference. Med Teach 2011;33 (5):370-83.
27. Charmaz K. Constructing Grounded Theory: A Practical Guide through Qualitative Analysis. Thousand Oaks, CA: Sage Publications 2006.
28. Cleland JA. The use of simulated patients in medical education: AMEE Guide No. 42. Med Teach 2009;31 (6):477-86.
29. Donaldson L. Expert patients usher in a new era of opportunity for the NHS. BMJ 2003;326 (7402):1279-80.
30. McNaughton N, Tiberius R, Hodges B. Effects of portraying psychologically and emotionally complex standardised patient roles. Teach Learn Med 1999;11 (3):135-41.
31. McCourt C, Johnston JL, Cooper S, Gormley GJ. The level playing field: the impact of assessment practice on professional development. Med Educ 2012;46 (8):766-76.
32. Kurtz S, Silverman J, Benson J, Draper J. Marrying content and process in clinical method teaching: enhancing the Calgary-Cambridge guides. Acad Med 2003;78 (8):802-9.
33. Royal College of General Practitioners. MRCGP clinical skills assessment. http://www.rcgp.org.uk/gp-training-and-exams/mrcgp-exam-overview/mrcgp-clinical-skills-assessment-csa.aspx. [Accessed 8 March 2013.]
34. Eva KW, Hodges BD. Scylla or Charybdis? Can we navigate between objectification and judgement in assessment? Med Educ 2012;46 (9):914-9.
35. Williams RG, Klamen DA, McGaghie WC. Cognitive, social and environmental sources of bias in clinical performance ratings. Teach Learn Med 2003;15 (4):270-92.
36. Gingerich A, Regehr G, Eva K. Rater-based assessments as social judgements: rethinking the aetiology of rater errors. Acad Med 2011;86 (Suppl 10):1-7.
37. Regehr G, MacRae H, Reznick RK, Szalay D. Comparing the psychometric properties of checklists and global rating scales for assessing performance on an OSCE-format examination. Acad Med 1998;73:993-7.
38. Norman G. Checklists versus ratings, the illusion of objectivity, the demise of skills and the debasement of evidence. Adv Health Sci Educ 2005;10:1-3.
39. General Medical Council. Introduction - colleague and patient feedback in revalidation. http://www.gmc-uk.org/doctors/revalidation/colleague_patient_feedback_intro.asp. [Accessed 12 March 2013.]