Objective structured clinical evaluation as an assessment method for undergraduate chest physical therapy students: a cross-sectional study
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Outros Autores: | , , , |
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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Brazilian Journal of Physical Therapy |
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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 |
_version_ |
1754575948756287488 |