Nazdar Ezzaddin Alkhateeb1, Ali Al-Dabbagh2, Mohammed Ibrahim3, Namir Ghanim Al-Tawil4. 1. Department of Pediatrics, College of Medicine, Hawler Medicine University, Erbil, Kurdistan region, Iraq. Correspondence to: Dr Nazdar Ezzaddin Alkhateeb, Department of Pediatrics, College of Medicine, Hawler Medical University, Erbil, Kurdistan region, Iraq. nazdar.alkhateeb@med.hmu.edu.iq. 2. Department of Surgery, College of Medicine, Hawler Medicine University, Erbil, Kurdistan region, Iraq. 3. Clinical Training, Queensland Health Service, Australia. 4. Department of Community Medicine, College of Medicine, Hawler Medicine University, Erbil, Kurdistan region, Iraq.
Abstract
OBJECTIVE: To study the effect of formative Objective structured clinical examination (OSCE) on the undergraduate medical students' performance in a subsequent summative-OSCE assessment. METHODS: In a randomized single-blind trial, 130 fifth year medical students at Raparin hospital, Erbil were assigned to intervention (n=61) and control group (n=69). Formative-OSCE was performed for the intervention group in pediatric module with feedback on their performance versus standard pediatric module for the control group. Students' clinical performance was assessed by a summative-OSCE. Multiple regression was used to predict the summative-OSCE score depending on the participation in formative-OSCE along with the other factors. RESULTS:Eleven students were excluded because of early drop-out, leaving 119 students for analysis. The summative-OSCE mean score (out of a total score of 100) in intervention group 64.6 (10.91) was significantly lower as compared to the control group 69.2 (10.45). CONCLUSION: Single formative-OSCE does not necessarily lead to better performance in subsequent summative-OSCE.
RCT Entities:
OBJECTIVE: To study the effect of formative Objective structured clinical examination (OSCE) on the undergraduate medical students' performance in a subsequent summative-OSCE assessment. METHODS: In a randomized single-blind trial, 130 fifth year medical students at Raparin hospital, Erbil were assigned to intervention (n=61) and control group (n=69). Formative-OSCE was performed for the intervention group in pediatric module with feedback on their performance versus standard pediatric module for the control group. Students' clinical performance was assessed by a summative-OSCE. Multiple regression was used to predict the summative-OSCE score depending on the participation in formative-OSCE along with the other factors. RESULTS: Eleven students were excluded because of early drop-out, leaving 119 students for analysis. The summative-OSCE mean score (out of a total score of 100) in intervention group 64.6 (10.91) was significantly lower as compared to the control group 69.2 (10.45). CONCLUSION: Single formative-OSCE does not necessarily lead to better performance in subsequent summative-OSCE.