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Matthew Haywood 3 Articles
Comparison of the effects of simulated patient clinical skill training and student roleplay on objective structured clinical examination performance among medical students in Australia  
Silas Taylor, Matthew Haywood, Boaz Shulruf
J Educ Eval Health Prof. 2019;16:3.   Published online January 11, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.3
  • 20,981 View
  • 417 Download
  • 10 Web of Science
  • 11 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Optimal methods for communication skills training (CST) are an active research area, but the effects of CST on communication performance in objective structured clinical examinations (OSCEs) has not been closely studied. Student roleplay (RP) for CST is common, although volunteer simulated patient (SP) CST is cost-effective and provides authentic interactions. We assessed whether our volunteer SP CST program improved OSCE performance compared to our previous RP strategy.
Methods
We performed a retrospective, quasi-experimental study of 2 second-year medical student cohorts’ OSCE data in Australia. The 2014 cohort received RP-only CST (N=182) while the 2016 cohort received SP-only CST (N=148). The t-test and analysis of variance were used to compare the total scores in 3 assessment domains: generic communication, clinical communication, and physical examination/procedural skills.
Results
The baseline characteristics of groups (scores on the Australian Tertiary Admission Rank, Undergraduate Medicine and Health Sciences Admission Test, and medicine program interviews) showed no significant differences between groups. For each domain, the SP-only CST group demonstrated superior OSCE outcomes, and the difference between cohorts was significant (P<0.01). The superiority of volunteer SP CST over student RP CST in terms of OSCE performance outcomes was found for generic communication, clinical communication, and physical examination/procedural skills.
Conclusion
The better performance of the SP cohort in physical examination/procedural skills might be explained by the requirement for patient compliance and cooperation, facilitated by good generic communication skills. We recommend a volunteer SP program as an effective and efficient way to improve CST among junior medical students.

Citations

Citations to this article as recorded by  
  • Perceived authenticity across three forms of educational simulations—the role of interactant representation, task alignment, and continuity of simulation
    Caroline Corves, Matthias Stadler, Martin R. Fischer
    European Journal of Psychology of Education.2024;[Epub]     CrossRef
  • A cost analysis of a 5-day simulation-based learning program for speech-language pathology student training
    Elizabeth C. Ward, Emma Caird, Saval Khanal, Sanjeewa Kularatna, Joshua Byrnes, Adriana Penman, Sue Mcallister, Stacey Baldac, Elizabeth Cardell, Rachel Davenport, Bronwyn Davidson, Sally Hewat, Simone Howells, Patricia Mccabe, Alison Purcell, Joanne Walt
    International Journal of Speech-Language Pathology.2023; 25(5): 688.     CrossRef
  • Perception of simulation-based first-aid training by medical students: a qualitative descriptive study
    Lukáš Plch, Daniel Barvík, Tereza Prokopová, Aneta Pilátová, Tereza Vafková, Jiří Zounek
    SN Social Sciences.2023;[Epub]     CrossRef
  • Application of objective structured clinical examination (OSCE) for the evaluation of Kampo medicine training
    Marie Amitani, Haruka Amitani, Hajime Suzuki, Suguru Kawazu, Kimiko Mizuma, Kojiro Yamaguchi, Toshimichi Oki, Hideaki Nitta, Takuro Sonoda, Keiko Kawano, Yasuhiro Tanaka, Nanami Uto, Rie Ibusuki, Ryutaro Arita, Shin Takayama, Tadamichi Mitsuma, Toshiro Ta
    BMC Medical Education.2022;[Epub]     CrossRef
  • The Use of Simulated Patients Is more Effective than Student Role Playing in Fostering Patient-Centred Attitudes during Communication Skills Training: A Mixed Method Study
    Stanislaw Gorski, Anna Prokop-Dorner, Michal Pers, Agata Stalmach-Przygoda, Łukasz Malecki, Grzegorz Cebula, Katrien Bombeke, Mauro Henrique Nogueira Guimarães Abreu
    BioMed Research International.2022; 2022: 1.     CrossRef
  • Improved detection of patient centeredness in objective structured clinical examinations through authentic scenario design
    Kye-Yeung Park, Hoon-Ki Park, Hwan-Sik Hwang, Sang-Ho Yoo, Jae-Sook Ryu, Jong-Hoon Kim
    Patient Education and Counseling.2021; 104(5): 1094.     CrossRef
  • Interventions for improving medical students' interpersonal communication in medical consultations
    Conor Gilligan, Martine Powell, Marita C Lynagh, Bernadette M Ward, Chris Lonsdale, Pam Harvey, Erica L James, Dominique Rich, Sari P Dewi, Smriti Nepal, Hayley A Croft, Jonathan Silverman
    Cochrane Database of Systematic Reviews.2021;[Epub]     CrossRef
  • Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia
    Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
    Journal of Educational Evaluation for Health Professions.2021; 18: 23.     CrossRef
  • Raising rare disease awareness using red flags, role play simulation and patient educators: results of a novel educational workshop on Raynaud phenomenon and systemic sclerosis
    S. Sanges, M.-M. Farhat, M. Assaraf, J. Galland, E. Rivière, C. Roubille, M. Lambert, C. Yelnik, H. Maillard, V. Sobanski, G. Lefèvre, D. Launay, S. Morell-Dubois, E. Hachulla
    Orphanet Journal of Rare Diseases.2020;[Epub]     CrossRef
  • Improved clinical communication OSCE scores after simulation-based training: Results of a comparative study
    Alexandre Nuzzo, Alexy Tran-Dinh, Marie Courbebaisse, Hugo Peyre, Patrick Plaisance, Alexandre Matet, Brigitte Ranque, Albert Faye, Victoire de Lastours, Conor Gilligan
    PLOS ONE.2020; 15(9): e0238542.     CrossRef
  • Comparison of students' performance of objective structured clinical examination during clinical practice
    Jihye Yu, Sukyung Lee, Miran Kim, Janghoon Lee
    Korean Journal of Medical Education.2020; 32(3): 231.     CrossRef
Examiner seniority and experience are associated with bias when scoring communication, but not examination, skills in objective structured clinical examinations in Australia  
Lauren Chong, Silas Taylor, Matthew Haywood, Barbara-Ann Adelstein, Boaz Shulruf
J Educ Eval Health Prof. 2018;15:17.
DOI: https://doi.org/10.3352/jeehp.2018.15.17
  • 25,695 View
  • 281 Download
  • 20 Web of Science
  • 18 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
The biases that may influence objective structured clinical examination (OSCE) scoring are well understood, and recent research has attempted to establish the magnitude of their impact. However, the influence of examiner experience, clinical seniority, and occupation on communication and physical examination scores in OSCEs has not yet been clearly established.
Methods
We compared the mean scores awarded for generic and clinical communication and physical examination skills in 2 undergraduate medicine OSCEs in relation to examiner characteristics (gender, examining experience, occupation, seniority, and speciality). The statistical significance of the differences was calculated using the 2-tailed independent t-test and analysis of variance.
Results
Five hundred and seventeen students were examined by 237 examiners at the University of New South Wales in 2014 and 2016. Examiner gender, occupation (academic, clinician, or clinical tutor), and job type (specialist or generalist) did not significantly impact scores. Junior doctors gave consistently higher scores than senior doctors in all domains, and this difference was statistically significant for generic and clinical communication scores. Examiner experience was significantly inversely correlated with generic communication scores.
Conclusion
We suggest that the assessment of examination skills may be less susceptible to bias because this process is fairly prescriptive, affording greater scoring objectivity. We recommend training to define the marking criteria, teaching curriculum, and expected level of performance in communication skills to reduce bias in OSCE assessment.

Citations

Citations to this article as recorded by  
  • Analyse systématique des évaluations de circuits multiples d’examen clinique objectif structuré (ECOS) : variables explicatives et corrélations inter-évaluateurs
    E. Ollier, C. Pelissier, C. Boissier, T. Barjat, P. Berthelot, C. Boutet, X. Gocko, C. Le Hello, S. Perinel
    La Revue de Médecine Interne.2024;[Epub]     CrossRef
  • Variance due to the examination conditions and factors associated with success in objective structured clinical examinations (OSCEs): first experiences at Paris-Saclay medical school
    Coralie Amadou, Raphael Veil, Antonia Blanié, Claire Nicaise, Alexandra Rouquette, Vincent Gajdos
    BMC Medical Education.2024;[Epub]     CrossRef
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    L. Azoyan, Y. Lombardi, M.C. Renaud, A. Duguet, S. Georgin-Lavialle, F. Cohen-Aubart, G. Ibanez, O. Steichen
    La Revue de Médecine Interne.2023; 44(1): 5.     CrossRef
  • Bias in Medical School Clerkship Grading: Is It Time for a Change?
    Rachel A. Russo, Dana M. Raml, Anna J. Kerlek, Martin Klapheke, Katherine B. Martin, Jeffrey J. Rakofsky
    Academic Psychiatry.2023; 47(4): 428.     CrossRef
  • Are we ready yet for digital transformation? Virtual versus on-campus OSCE as assessment tools in pharmacy education. A randomized controlled head-to-head comparative assessment
    Zelal Kharaba, Mohammad M. AlAhmad, Asim Ahmed Elnour, Abdallah Abou Hajal, Suhad Abumweis, Mohammad A. Ghattas
    Saudi Pharmaceutical Journal.2023; 31(3): 359.     CrossRef
  • Comparing Entrustable Professional Activity Scores Given by Faculty Physicians and Senior Trainees to First-Year Residents
    Steven J Katz, Dennis Wang
    Cureus.2022;[Epub]     CrossRef
  • eOSCE stations live versus remote evaluation and scores variability
    Donia Bouzid, Jimmy Mullaert, Aiham Ghazali, Valentine Marie Ferré, France Mentré, Cédric Lemogne, Philippe Ruszniewski, Albert Faye, Alexy Tran Dinh, Tristan Mirault, Nathan Peiffer Smadja, Léonore Muller, Laure Falque Pierrotin, Michael Thy, Maksud Assa
    BMC Medical Education.2022;[Epub]     CrossRef
  • Development and Evaluation of an Online Exam for Exercise Physiology During the COVID-19 Pandemic
    Amanda L Burdett, Nancy van Doorn, Matthew D Jones, Natalie CG Kwai, Rachel E Ward, Silas Taylor, Boaz Shulruf
    Journal of Clinical Exercise Physiology.2022; 11(4): 122.     CrossRef
  • Equal Z standard-setting method to estimate the minimum number of panelists for a medical school’s objective structured clinical examination in Taiwan: a simulation study
    Ying-Ying Yang, Pin-Hsiang Huang, Ling-Yu Yang, Chia-Chang Huang, Chih-Wei Liu, Shiau-Shian Huang, Chen-Huan Chen, Fa-Yauh Lee, Shou-Yen Kao, Boaz Shulruf
    Journal of Educational Evaluation for Health Professions.2022; 19: 27.     CrossRef
  • How biased are you? The effect of prior performance information on attending physician ratings and implications for learner handover
    Tammy Shaw, Timothy J. Wood, Claire Touchie, Debra Pugh, Susan M. Humphrey-Murto
    Advances in Health Sciences Education.2021; 26(1): 199.     CrossRef
  • Does objective structured clinical examination examiners’ backgrounds influence the score agreement?
    Oscar Gilang Purnajati, Rachmadya Nur Hidayah, Gandes Retno Rahayu
    The Asia Pacific Scholar.2021; 6(2): 48.     CrossRef
  • Ethnic and gender bias in objective structured clinical examination: A critical review
    IrisC. I. Chao, Efrem Violato, Brendan Concannon, Charlotte McCartan, Sharla King, MaryRoduta Roberts
    Education in the Health Professions.2021; 4(2): 37.     CrossRef
  • Tutor–Student Partnership in Practice OSCE to Enhance Medical Education
    Eve Cosker, Valentin Favier, Patrice Gallet, Francis Raphael, Emmanuelle Moussier, Louise Tyvaert, Marc Braun, Eva Feigerlova
    Medical Science Educator.2021; 31(6): 1803.     CrossRef
  • Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia
    Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
    Journal of Educational Evaluation for Health Professions.2021; 18: 23.     CrossRef
  • Assessment methods and the validity and reliability of measurement tools in online objective structured clinical examinations: a systematic scoping review
    Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
    Journal of Educational Evaluation for Health Professions.2021; 18: 11.     CrossRef
  • Is There Variability in Scoring of Student Surgical OSCE Performance Based on Examiner Experience and Expertise?
    Claire L. Donohoe, Frank Reilly, Suzanne Donnelly, Ronan A. Cahill
    Journal of Surgical Education.2020; 77(5): 1202.     CrossRef
  • The role of training in student examiner rating performance in a student-led mock OSCE
    Jian Hui Koo, Kim Yao Ong, Yun Ting Yap, Kum Ying Tham
    Perspectives on Medical Education.2020; 10(5): 293.     CrossRef
  • Insights into student assessment outcomes in rural clinical campuses
    Boaz Shulruf, Gary Velan, Lesley Forster, Anthony O’Sullivan, Peter Harris, Silas Taylor
    BMC Medical Education.2019;[Epub]     CrossRef
The sights and insights of examiners in objective structured clinical examinations  
Lauren Chong, Silas Taylor, Matthew Haywood, Barbara-Ann Adelstein, Boaz Shulruf
J Educ Eval Health Prof. 2017;14:34.   Published online December 27, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.34
  • 31,778 View
  • 407 Download
  • 35 Web of Science
  • 33 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
The objective structured clinical examination (OSCE) is considered to be one of the most robust methods of clinical assessment. One of its strengths lies in its ability to minimise the effects of examiner bias due to the standardisation of items and tasks for each candidate. However, OSCE examiners’ assessment scores are influenced by several factors that may jeopardise the assumed objectivity of OSCEs. To better understand this phenomenon, the current review aims to determine and describe important sources of examiner bias and the factors affecting examiners’ assessments.
Methods
We performed a narrative review of the medical literature using Medline. All articles meeting the selection criteria were reviewed, with salient points extracted and synthesised into a clear and comprehensive summary of the knowledge in this area.
Results
OSCE examiners’ assessment scores are influenced by factors belonging to 4 different domains: examination context, examinee characteristics, examinee-examiner interactions, and examiner characteristics. These domains are composed of several factors including halo, hawk/dove and OSCE contrast effects; the examiner’s gender and ethnicity; training; lifetime experience in assessing; leadership and familiarity with students; station type; and site effects.
Conclusion
Several factors may influence the presumed objectivity of examiners’ assessments, and these factors need to be addressed to ensure the objectivity of OSCEs. We offer insights into directions for future research to better understand and address the phenomenon of examiner bias.

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  • Insights into student assessment outcomes in rural clinical campuses
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JEEHP : Journal of Educational Evaluation for Health Professions