See the published version of this preprint at BMC Medical Education.
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Learn more about In Review
Research article
sousan Heydarpour
Kermanshah University of Medical Sciences
Corresponding Author
ORCiD: https://orcid.org/0000-0001-9013-8561
License:
This work is licensed under a CC BY 4.0 License. Read Full License
BACKGROUND: Clinical evaluation is one of the main pillars of medical education. The Objective Structured Clinical Examination is one of the commonly adopted practical tools to evaluate clinical and practical skills of medical students. The purpose of the study is to determine validity and reliability of Objective Structured Clinical Examination for evaluation of clinical skills of midwifery undergraduate students. METHODS : Seven clinical skills were evaluated in this descriptive correlative study using a performance checklist. Census method was used for sampling. Thirty-two midwifery students performed the skills at seven stations each monitored by an observer using an evaluation checklist. Criterion validity was obtained through determining the correlation between the clinical and theoretical courses point and the Objective Structured Clinical Evaluation score. The collected data was analyzed in SPSS (v.20) and logistic regression test. RESULTS: The correlation score of Objective Structured Clinical Examination was significantly related to the mean score of clinical course “Normal and Abnormal delivery I” (0.399, p=0.024) and the mean score of clinical course “gynaecology “ (0.419, p=0.017). There was no significant correlation between OSCE scores and the mean score of theoretical courses (0.23, p=0. 200). The correlation between the total score and mean score of students at the stations showed that out of the seven stations, the correlations of the stations three (communication and collecting medical history) and four (childbirth) were not significant. CONCLUSION: Although, it appeared that Objective Structured Clinical Examination was one of the effective and efficient ways to evaluate clinical competencies and practical skills of students, the tool could not evaluate all the aspects.
Keywords
Clinical Evaluation, Validity, Reliability, Midwifery
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CURRENT STATUS: Published
View the published article at BMC Medical Education.
Version 2
Posted 08 Jan, 2020
No community comments so far
Editorial decision: Accept
On 23 Mar, 2020
Review #1 received
Received 27 Jan, 2020
Reviewer #1 agreed
On 09 Jan, 2020
Editor assigned
On 06 Jan, 2020
Reviewers invited
Invitations sent on 06 Jan, 2020
Submission checks complete
On 05 Jan, 2020
Editor invited
On 05 Jan, 2020
No comments provided
Editorial decision: Major revision
On 06 Dec, 2019
Reviewer #3 agreed
On 25 Nov, 2019
Review #3 received
Received 25 Nov, 2019
Review #2 received
Received 09 Sep, 2019
Reviewer #2 agreed
On 21 Aug, 2019
Review #1 received
Received 06 Jul, 2019
Reviewer #1 agreed
On 23 Jun, 2019
Reviewers invited
Invitations sent on 20 Jun, 2019
Submission checks complete
On 17 Jun, 2019
Editor invited
On 17 Jun, 2019
Editor assigned
On 17 Jun, 2019
First submitted
On 07 Jun, 2019
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
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See the published version of this preprint at BMC Medical Education.
This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research article
sousan Heydarpour
Kermanshah University of Medical Sciences
Corresponding Author
ORCiD: https://orcid.org/0000-0001-9013-8561
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Published
View the published article at BMC Medical Education.
Version 2
Posted 08 Jan, 2020
No community comments so far
Editorial decision: Accept
On 23 Mar, 2020
Review #1 received
Received 27 Jan, 2020
Reviewer #1 agreed
On 09 Jan, 2020
Editor assigned
On 06 Jan, 2020
Reviewers invited
Invitations sent on 06 Jan, 2020
Submission checks complete
On 05 Jan, 2020
Editor invited
On 05 Jan, 2020
No comments provided
Editorial decision: Major revision
On 06 Dec, 2019
Reviewer #3 agreed
On 25 Nov, 2019
Review #3 received
Received 25 Nov, 2019
Review #2 received
Received 09 Sep, 2019
Reviewer #2 agreed
On 21 Aug, 2019
Review #1 received
Received 06 Jul, 2019
Reviewer #1 agreed
On 23 Jun, 2019
Reviewers invited
Invitations sent on 20 Jun, 2019
Submission checks complete
On 17 Jun, 2019
Editor invited
On 17 Jun, 2019
Editor assigned
On 17 Jun, 2019
First submitted
On 07 Jun, 2019
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
License:
This work is licensed under a CC BY 4.0 License. Read Full License
View the published article at BMC Medical Education.
BACKGROUND: Clinical evaluation is one of the main pillars of medical education. The Objective Structured Clinical Examination is one of the commonly adopted practical tools to evaluate clinical and practical skills of medical students. The purpose of the study is to determine validity and reliability of Objective Structured Clinical Examination for evaluation of clinical skills of midwifery undergraduate students. METHODS : Seven clinical skills were evaluated in this descriptive correlative study using a performance checklist. Census method was used for sampling. Thirty-two midwifery students performed the skills at seven stations each monitored by an observer using an evaluation checklist. Criterion validity was obtained through determining the correlation between the clinical and theoretical courses point and the Objective Structured Clinical Evaluation score. The collected data was analyzed in SPSS (v.20) and logistic regression test. RESULTS: The correlation score of Objective Structured Clinical Examination was significantly related to the mean score of clinical course “Normal and Abnormal delivery I” (0.399, p=0.024) and the mean score of clinical course “gynaecology “ (0.419, p=0.017). There was no significant correlation between OSCE scores and the mean score of theoretical courses (0.23, p=0. 200). The correlation between the total score and mean score of students at the stations showed that out of the seven stations, the correlations of the stations three (communication and collecting medical history) and four (childbirth) were not significant. CONCLUSION: Although, it appeared that Objective Structured Clinical Examination was one of the effective and efficient ways to evaluate clinical competencies and practical skills of students, the tool could not evaluate all the aspects.
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