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Does student performance on preclinical OSCEs relate to clerkship grades?

机译：学生在临床前OSCE上的表现是否与业务级别相关？

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BackgroundObjective structured clinical examinations (OSCEs) have been used to assess the clinical competence and interpersonal skills of healthcare professional students for decades. However, the relationship between preclinical (second year or M2) OSCE grades and clerkship performance had never been evaluated, until it was explored to provide information to educators at the University of Nebraska Medical Center (UNMC). In addition, the relationship between M2 OSCE communication scores (which is a portion of the total score) and third-year (M3) Internal Medicine (IM) clerkship OSCE scores was also explored. Lastly, conflicting evidence exists about the relationship between the amount of previous clinical experience and OSCE performance. Therefore, the relationship between M3 IM clerkship OSCE scores and the timing of the clerkship in the academic year was explored.MethodsData from UNMC M2 OSCEs and M3 IM clerkship OSCEs were obtained for graduates of the 2013 and 2014 classes. Specifically, the following data points were collected: M2 fall OSCE total, M2 fall OSCE communication; M2 spring OSCE total, M2 spring OSCE communication; and M3 IM clerkship OSCE total percentages. Data were organized by class, M3 IM clerkship OSCE performance, and timing of the clerkship. Microsoft Excel and SPSS were used for data organization and analysis.ResultsOf the 245 records, 229 (93.5%) had data points for all metrics of interest. Significant differences between the classes of 2013 and 2014 existed for average M2 spring total, M2 spring communication, and M3 IM clerkship OSCEs. Retrospectively, there were no differences in M2 OSCE performances based on how students scored on the M3 IM clerkship OSCE. M3 IM clerkship OSCE performance improved for those students who completed the clerkship last in the academic year.ConclusionsThere were inconsistencies in OSCE performances between the classes of 2013 and 2014, but more information is needed to determine if this is because of testing variability or heterogeneity from class to class. Although there were no differences in preclinical scores based on M3 IM clerkship OSCE scores, students would benefit from a longitudinal review of their OSCE performance over their medical training. Additionally, students may benefit from more reliable and valid forms of assessing communication. In general, students who take the IM clerkship last in the academic year performed better on the required OSCE. More information is needed to determine why this is seen only at the end of the year.
机译：背景技术数十年来，客观结构化临床考试（OSCE）已用于评估医疗专业学生的临床能力和人际交往能力。但是，从未对临床前（二年级或M2）OSCE等级与业务绩效之间的关系进行过评估，直到对其进行研究以向内布拉斯加大学医学中心（UNMC）的教育者提供信息为止。此外，还探讨了M2 OSCE交流得分（占总得分的一部分）与三年级（M3）内科（IM）职员OSCE得分之间的关​​系。最后，关于先前的临床经验与OSCE表现之间的关系存在矛盾的证据。因此，探讨了M3 IM职员OSCE分数与学年时间之间的关系。方法从UNMC M2 OSCE和M3 IM职员OSCE获得了2013年和2014年毕业生的数据。具体来说，收集了以下数据点：M2下降OSCE总数，M2下降OSCE通信; M2弹簧OSCE总计，M2弹簧OSCE通讯;和M3 IM职员OSCE总百分比。数据是按班级，M3 IM事务OSCE性能和事务时间安排的。使用Microsoft Excel和SPSS进行数据组织和分析。结果在245条记录中，有229条（93.5％）具有所有关注指标的数据点。 2013年和2014年的班级之间在M2春季总数，M2春季通讯和M3 IM职员OSCE平均水平上存在显着差异。回顾性地，根据学生在M3 IM职员OSCE上的评分方式，M2 OSCE的表现没有差异。结论对于2013学年和2014学年的OSCE，学生在上一学期完成文理工作后，M3 IM文员的OSCE成绩有所提高。上课。尽管基于M3 IM职员OSCE分数的临床前分数没有差异，但在医疗培训中，学生将从OSCE绩效的纵向审查中受益。此外，学生可能会从评估交流的更可靠，更有效的形式中受益。通常，在学年中最后参加IM事务的学生在要求的OSCE上表现更好。需要更多信息来确定为什么仅在年底才能看到此信息。

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