How do formative objective structured clinical examinations drive learning? Analysis of residents' perceptions.

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  • Additional Information
    • NAICS/Industry Codes:
      611430 Professional and Management Development Training
      611310 Colleges, Universities, and Professional Schools
    • Abstract:
      Introduction: Although several studies have explored the relationship between learning and written tests, little is understood about how performance-based examinations influence learning. The purpose of this study was to explore how a formative objective structured clinical examination (OSCE) drives learning. Methods: We administered surveys to residents (n=35) at three time points to determine if and how an OSCE influenced their learning: before and immediately following the OSCE, and after the distribution of their results. Differences in quantitative responses between high- and low-performing residents and across time were compared using repeated-measures ANOVA. Thematic analysis was used to analyze narrative comments. Results: Participants' goals for the OSCE related to performance, mastery and feedback. Almost all participants reported that they had learned something from the OSCE (94%) and most participants generated learning goals after the OSCE (71%). High performers appeared to recognize the importance of content-related knowledge for scoring well before and after the OSCE, whereas low performers may have under-estimated its importance until after the examination. Discussion: Participants viewed a formative OSCE as both a hurdle to overcome (assessment of learning) and an opportunity to learn (assessment for learning). Understanding how OSCEs influence study behavior can help guide the development of assessments that promote learning. [ABSTRACT FROM AUTHOR]
    • Abstract:
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    • Author Affiliations:
      1Department of Medicine, University of Ottawa, Ottawa, Canada
      2Department of Medicine, University of British Columbia and Senior Scientist at the Centre for Health Education Scholarship (CHES), Vancouver, Canada
    • Full Text Word Count:
      6448
    • ISSN:
      0142-159X
    • Accession Number:
      10.1080/0142159X.2017.1388502
    • Accession Number:
      127505669
  • Citations
    • ABNT:
      PUGH, D.; DESJARDINS, I.; EVA, K. How do formative objective structured clinical examinations drive learning? Analysis of residents’ perceptions. Medical Teacher, [s. l.], v. 40, n. 1, p. 45–52, 2018. DOI 10.1080/0142159X.2017.1388502. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=aph&AN=127505669. Acesso em: 5 jul. 2020.
    • AMA:
      Pugh D, Desjardins I, Eva K. How do formative objective structured clinical examinations drive learning? Analysis of residents’ perceptions. Medical Teacher. 2018;40(1):45-52. doi:10.1080/0142159X.2017.1388502.
    • AMA11:
      Pugh D, Desjardins I, Eva K. How do formative objective structured clinical examinations drive learning? Analysis of residents’ perceptions. Medical Teacher. 2018;40(1):45-52. doi:10.1080/0142159X.2017.1388502
    • APA:
      Pugh, D., Desjardins, I., & Eva, K. (2018). How do formative objective structured clinical examinations drive learning? Analysis of residents’ perceptions. Medical Teacher, 40(1), 45–52. https://doi.org/10.1080/0142159X.2017.1388502
    • Chicago/Turabian: Author-Date:
      Pugh, Debra, Isabelle Desjardins, and Kevin Eva. 2018. “How Do Formative Objective Structured Clinical Examinations Drive Learning? Analysis of Residents’ Perceptions.” Medical Teacher 40 (1): 45–52. doi:10.1080/0142159X.2017.1388502.
    • Harvard:
      Pugh, D., Desjardins, I. and Eva, K. (2018) ‘How do formative objective structured clinical examinations drive learning? Analysis of residents’ perceptions’, Medical Teacher, 40(1), pp. 45–52. doi: 10.1080/0142159X.2017.1388502.
    • Harvard: Australian:
      Pugh, D, Desjardins, I & Eva, K 2018, ‘How do formative objective structured clinical examinations drive learning? Analysis of residents’ perceptions’, Medical Teacher, vol. 40, no. 1, pp. 45–52, viewed 5 July 2020, .
    • MLA:
      Pugh, Debra, et al. “How Do Formative Objective Structured Clinical Examinations Drive Learning? Analysis of Residents’ Perceptions.” Medical Teacher, vol. 40, no. 1, Jan. 2018, pp. 45–52. EBSCOhost, doi:10.1080/0142159X.2017.1388502.
    • Chicago/Turabian: Humanities:
      Pugh, Debra, Isabelle Desjardins, and Kevin Eva. “How Do Formative Objective Structured Clinical Examinations Drive Learning? Analysis of Residents’ Perceptions.” Medical Teacher 40, no. 1 (January 2018): 45–52. doi:10.1080/0142159X.2017.1388502.
    • Vancouver/ICMJE:
      Pugh D, Desjardins I, Eva K. How do formative objective structured clinical examinations drive learning? Analysis of residents’ perceptions. Medical Teacher [Internet]. 2018 Jan [cited 2020 Jul 5];40(1):45–52. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=aph&AN=127505669