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Titre : | Development of an Objective Structured Clinical Examination Station for Pediatric Occupational Therapy and an Evaluation of Its Quality (2022) |
Auteurs : | Chung-Pei Fu ; Hsin-Yu Chi ; Ming-Wei Li ; Chien-Hsiou Liu ; Jiann-Horng Yeh ; Chih-Chia Wang ; Chia-Ting Su |
Type de document : | Article |
Dans : | American journal of occupational therapy (Vol. 76, n° 2, March 2022) |
Article en page(s) : | p. 1-7 |
Note générale : | 10.5014/ajot.2022.043521 |
Langues: | Anglais |
Descripteurs : |
HE Vinci Education ; Enfant (6-12 ans) ; Ergothérapie ; Étudiants ; Evaluation des compétences ; Formation initiale ; Pédiatrie |
Résumé : | Importance: The Objective Structured Clinical Examination (OSCE) is a highly valued measure of students' clinical competencies in medical education. However, few studies have reported on the administration of the OSCE in pediatric occupational therapy education. Objective: To describe the development of a pediatric occupational therapy OSCE station to evaluate students' use of a standardized assessment and examine its standard setting, failure rates, and psychometric properties. Design: Prospective, cross-sectional, observational study design. Setting: Three OSCE stations in a university clinical skills center. Participants: Five experienced occupational therapists, 60 examinees, 44 child standardized patients, 44 chaperones, and 15 examiners. Measures: The sum of the rating scale and the global performance scores were used. The rating scale measured the examinee's clinical competences in administering a standardized assessment. The 5-point global performance score was used to evaluate the examinee's whole performance. Results: The OCSE station's expert validity was acceptable (item-level content validity index [CVI] = 0.81.0; scale-level CVI = 0.98). Passing scores according to the Angoff method (passing score = 14) and the contrasting-groups MSD method (passing score = 13) were similar. Failure rates were high (61.7%73.3%). Internal consistency was acceptable (Cronbach's α =.78). No significant examiner effect was found (p =.554), and interexaminer reliability was acceptable (item score = 0.581.00; sum of the rating scale score = 0.97; global performance score = 0.79). Conclusions and Relevance: The OSCE station for using a standardized assessment is a reliable and valid measure of students' interpersonal communication skills and assessment skills. What This Article Adds: The OSCE for education in pediatric occupational therapy is both effective and rigorous. The OSCE station for using a standardized assessment is a reliable and valid measure for evaluating students' interpersonal communication skills and assessment skills. |
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