期刊名称：Journal of Educational Evaluation for Health Professions
电子版ISSN：1975-5937
出版年度：2017
卷号：14
期号：1
页码：1-6
DOI：10.3352/jeehp.2017.14.1
语种：English
出版社：Korea Health Insurance Licensing Examination Institute
摘要：Clinical reasoning is situation-dependent and case-specific;therefore,assessments incorporating different patient presentations are war_x0002_ranted.The present study aimed to determine the reliability of a multi-station case-based viva assessment of clinical reasoning in an Australian pre-registration osteopathy program using generalizability theory.Students (from years 4 and 5) and examiners were recruited from the osteopathy program at Southern Cross University,Lismore,Australia.The study took place on a single day in the student teaching clinic.Examiners were trained before the examination.Students were allocated to 1 of 3 rounds consisting of 5 10-minute stations in an objective structured clinical examination-style.Generalizability analysis was used to explore the reliability of the examination.Fifteen students and 5 faculty members participated in the study.The examination produced a generalizability coefficient of 0.53,with 18 stations required to achieve a generalizability coefficient of 0.80.The reliability estimations were acceptable and the psychometric findings related to the marking rubric and overall scores were acceptable;however,further work is required in examiner training and ensuring consistent case difficulty to improve the reliability of the examination.
关键词：Clinical reasoning is situation-dependent and case-specific;therefore,assessments incorporating different patient presentations are war_x0002_ranted.The present study aimed to determine the reliability of a multi-station case-based viva assessment of clinical reasoning in an Australian pre-registration osteopathy program using generalizability theory.Students (from years 4 and 5) and examiners were recruited from the osteopathy program at Southern Cross University,Lismore,Australia.The study took place on a single day in the student teaching clinic.Examiners were trained before the examination.Students were allocated to 1 of 3 rounds consisting of 5 10-minute stations in an objective structured clinical examination-style.Generalizability analysis was used to explore the reliability of the examination.Fifteen students and 5 faculty members participated in the study.The examination produced a generalizability coefficient of 0.53,with 18 stations required to achieve a generalizability coefficient of 0.80.The reliability estimations were acceptable and the psychometric findings related to the marking rubric and overall scores were acceptable;however,further work is required in examiner training and ensuring consistent case difficulty to improve the reliability of the examination.
