Objective structured clinical evaluation as an assessment method for undergraduate chest physical therapy students: a cross-sectional study

Detalhes bibliográficos
Autor(a) principal: Silva,Cibele C. B. M.
Data de Publicação: 2011
Outros Autores: Lunardi,Adriana C., Mendes,Felipe A. R., Souza,Flavia F. P., Carvalho,Celso R. F.
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Brazilian Journal of Physical Therapy
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-35552011000600009
Resumo: BACKGROUND: The Objective Structured Clinical Evaluation (OSCE) has been considered a reliable method for the evaluation of students' clinical skills in health sciences, but it has been rarely applied in the teaching of physical therapy. OBJECTIVE: To assess the use of the OSCE as a tool to evaluate the abilities of undergraduate chest physical therapy students and to verify the internal consistency of the OSCE exam. METHODS: Forty-seven students were evaluated using two types of exams: the traditional exam and the OSCE. Independent educators elaborated the exams. Each question (traditional) or station (OSCE) was given a score ranging from 0.0 to 2.0; being 10.0 the highest possible score of both exams. The relationship between the total score that were obtained from both exams was analyzed using Bland-Altman analysis and Pearson's correlation coefficient. The internal consistency of the OSCE stations was evaluated by four experienced chest physical therapists and it was tested using Cronbach's alpha. RESULTS: The students' average score on the OSCE ranged from 4.4 to 9.6. The internal consistency of the OSCE stations was considered good (0.7). The agreement between exams was analyzed, and it was determined that the exams are not comparable. Examiners also observed a low agreement between the two exams (r=-0.1; p=0.9). CONCLUSION: Our results showed that OSCE and traditional exams are not interchangeable. The OSCE exam had good internal consistency and is able to evaluate aspects that the traditional exam fails to evaluate.
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spelling Objective structured clinical evaluation as an assessment method for undergraduate chest physical therapy students: a cross-sectional studyphysical therapyclinical competenceeducational measurementprofessional competenceprogram evaluationBACKGROUND: The Objective Structured Clinical Evaluation (OSCE) has been considered a reliable method for the evaluation of students' clinical skills in health sciences, but it has been rarely applied in the teaching of physical therapy. OBJECTIVE: To assess the use of the OSCE as a tool to evaluate the abilities of undergraduate chest physical therapy students and to verify the internal consistency of the OSCE exam. METHODS: Forty-seven students were evaluated using two types of exams: the traditional exam and the OSCE. Independent educators elaborated the exams. Each question (traditional) or station (OSCE) was given a score ranging from 0.0 to 2.0; being 10.0 the highest possible score of both exams. The relationship between the total score that were obtained from both exams was analyzed using Bland-Altman analysis and Pearson's correlation coefficient. The internal consistency of the OSCE stations was evaluated by four experienced chest physical therapists and it was tested using Cronbach's alpha. RESULTS: The students' average score on the OSCE ranged from 4.4 to 9.6. The internal consistency of the OSCE stations was considered good (0.7). The agreement between exams was analyzed, and it was determined that the exams are not comparable. Examiners also observed a low agreement between the two exams (r=-0.1; p=0.9). CONCLUSION: Our results showed that OSCE and traditional exams are not interchangeable. The OSCE exam had good internal consistency and is able to evaluate aspects that the traditional exam fails to evaluate.Associação Brasileira de Pesquisa e Pós-Graduação em Fisioterapia 2011-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-35552011000600009Brazilian Journal of Physical Therapy v.15 n.6 2011reponame:Brazilian Journal of Physical Therapyinstname:Associação Brasileira de Pesquisa e Pós-Graduação em Fisioterapia (ABRAPG-FT)instacron:ABRAPG-FT10.1590/S1413-35552011005000033info:eu-repo/semantics/openAccessSilva,Cibele C. B. M.Lunardi,Adriana C.Mendes,Felipe A. R.Souza,Flavia F. P.Carvalho,Celso R. F.eng2012-01-02T00:00:00Zoai:scielo:S1413-35552011000600009Revistahttps://www.scielo.br/j/rbfis/https://old.scielo.br/oai/scielo-oai.phpcontato@rbf-bjpt.org.br||contato@rbf-bjpt.org.br1809-92461413-3555opendoar:2012-01-02T00:00Brazilian Journal of Physical Therapy - Associação Brasileira de Pesquisa e Pós-Graduação em Fisioterapia (ABRAPG-FT)false
dc.title.none.fl_str_mv Objective structured clinical evaluation as an assessment method for undergraduate chest physical therapy students: a cross-sectional study
title Objective structured clinical evaluation as an assessment method for undergraduate chest physical therapy students: a cross-sectional study
spellingShingle Objective structured clinical evaluation as an assessment method for undergraduate chest physical therapy students: a cross-sectional study
Silva,Cibele C. B. M.
physical therapy
clinical competence
educational measurement
professional competence
program evaluation
title_short Objective structured clinical evaluation as an assessment method for undergraduate chest physical therapy students: a cross-sectional study
title_full Objective structured clinical evaluation as an assessment method for undergraduate chest physical therapy students: a cross-sectional study
title_fullStr Objective structured clinical evaluation as an assessment method for undergraduate chest physical therapy students: a cross-sectional study
title_full_unstemmed Objective structured clinical evaluation as an assessment method for undergraduate chest physical therapy students: a cross-sectional study
title_sort Objective structured clinical evaluation as an assessment method for undergraduate chest physical therapy students: a cross-sectional study
author Silva,Cibele C. B. M.
author_facet Silva,Cibele C. B. M.
Lunardi,Adriana C.
Mendes,Felipe A. R.
Souza,Flavia F. P.
Carvalho,Celso R. F.
author_role author
author2 Lunardi,Adriana C.
Mendes,Felipe A. R.
Souza,Flavia F. P.
Carvalho,Celso R. F.
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Silva,Cibele C. B. M.
Lunardi,Adriana C.
Mendes,Felipe A. R.
Souza,Flavia F. P.
Carvalho,Celso R. F.
dc.subject.por.fl_str_mv physical therapy
clinical competence
educational measurement
professional competence
program evaluation
topic physical therapy
clinical competence
educational measurement
professional competence
program evaluation
description BACKGROUND: The Objective Structured Clinical Evaluation (OSCE) has been considered a reliable method for the evaluation of students' clinical skills in health sciences, but it has been rarely applied in the teaching of physical therapy. OBJECTIVE: To assess the use of the OSCE as a tool to evaluate the abilities of undergraduate chest physical therapy students and to verify the internal consistency of the OSCE exam. METHODS: Forty-seven students were evaluated using two types of exams: the traditional exam and the OSCE. Independent educators elaborated the exams. Each question (traditional) or station (OSCE) was given a score ranging from 0.0 to 2.0; being 10.0 the highest possible score of both exams. The relationship between the total score that were obtained from both exams was analyzed using Bland-Altman analysis and Pearson's correlation coefficient. The internal consistency of the OSCE stations was evaluated by four experienced chest physical therapists and it was tested using Cronbach's alpha. RESULTS: The students' average score on the OSCE ranged from 4.4 to 9.6. The internal consistency of the OSCE stations was considered good (0.7). The agreement between exams was analyzed, and it was determined that the exams are not comparable. Examiners also observed a low agreement between the two exams (r=-0.1; p=0.9). CONCLUSION: Our results showed that OSCE and traditional exams are not interchangeable. The OSCE exam had good internal consistency and is able to evaluate aspects that the traditional exam fails to evaluate.
publishDate 2011
dc.date.none.fl_str_mv 2011-12-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-35552011000600009
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-35552011000600009
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1590/S1413-35552011005000033
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv Associação Brasileira de Pesquisa e Pós-Graduação em Fisioterapia
publisher.none.fl_str_mv Associação Brasileira de Pesquisa e Pós-Graduação em Fisioterapia
dc.source.none.fl_str_mv Brazilian Journal of Physical Therapy v.15 n.6 2011
reponame:Brazilian Journal of Physical Therapy
instname:Associação Brasileira de Pesquisa e Pós-Graduação em Fisioterapia (ABRAPG-FT)
instacron:ABRAPG-FT
instname_str Associação Brasileira de Pesquisa e Pós-Graduação em Fisioterapia (ABRAPG-FT)
instacron_str ABRAPG-FT
institution ABRAPG-FT
reponame_str Brazilian Journal of Physical Therapy
collection Brazilian Journal of Physical Therapy
repository.name.fl_str_mv Brazilian Journal of Physical Therapy - Associação Brasileira de Pesquisa e Pós-Graduação em Fisioterapia (ABRAPG-FT)
repository.mail.fl_str_mv contato@rbf-bjpt.org.br||contato@rbf-bjpt.org.br
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