Article type
Year
Abstract
Background: Evidence-based medicine (EBM) is an essential competency for health care professionals. However, it is challenging to assess the learning effectiveness of EBM education.
Objectives: To develop and validate an Objective structured clinical examination (OSCE) model for assessing EBM competency.
Methods: We drafted a five-station OSCE model to assess examinees’ EBM competency: (1) question forming (history taking and diagnosis of the health problem of a standardised patient with proposal of a structured PICO question); (2) information searching; (3) literature reading; (4) critical appraisal; and (5) application. The scoring sheet for the ‘information searching’ station was adapted from the scale for measuring evidence-searching capability that we developed previously. We recruited five experts in EBM and OSCE and employed a modified Delphi method to revise and validate our draft scoring sheets used in the OSCE assessment for EBM competency and calculated the item-content validity index (I-CVI). We considered a consensus was achieved when all scoring items were rated ≥ 3 by all experts with an interquartile range of ≤ 1. By holding two OSCE examinations on 30 postgraduate year students and registrars, two examiners independently used the scoring sheets to assess examinees’ EBM competency at each station for intra-rater analysis. One examiner scores these capacities by videotape at different time points for inter-rater ICC analysis. We analysed the reliability and validity of the scoring sheets and calculated intra-cluster correlation coefficient (ICC) for inter- and intra-rater reliability.
Results: After two rounds of modified Delphi process, the consensus on scoring sheets was achieved, with each scoring sheet composed of 10 items. The I-CVI of these items ranged from 0.83 to 1.00. The inter-rater ICC was 0.755 for the ‘question forming’ station, 0.788 for the ‘information searching’ station, 0.913 for the ‘critical appraisal-systematic review’ station, 0.932 for the ‘critical appraisal-randomised control trials’, and 0.860 for the ‘application’ station. The intra-rater ICC for these stations was 0.816, 0.954, 0.830, 0.929, and 0.871, respectively.
Conclusions: We developed an OSCE model assessing different aspects of EBM competency. It can be used to assess students’ EBM learning effectiveness and as a reference in developing milestones in EBM competency.
Objectives: To develop and validate an Objective structured clinical examination (OSCE) model for assessing EBM competency.
Methods: We drafted a five-station OSCE model to assess examinees’ EBM competency: (1) question forming (history taking and diagnosis of the health problem of a standardised patient with proposal of a structured PICO question); (2) information searching; (3) literature reading; (4) critical appraisal; and (5) application. The scoring sheet for the ‘information searching’ station was adapted from the scale for measuring evidence-searching capability that we developed previously. We recruited five experts in EBM and OSCE and employed a modified Delphi method to revise and validate our draft scoring sheets used in the OSCE assessment for EBM competency and calculated the item-content validity index (I-CVI). We considered a consensus was achieved when all scoring items were rated ≥ 3 by all experts with an interquartile range of ≤ 1. By holding two OSCE examinations on 30 postgraduate year students and registrars, two examiners independently used the scoring sheets to assess examinees’ EBM competency at each station for intra-rater analysis. One examiner scores these capacities by videotape at different time points for inter-rater ICC analysis. We analysed the reliability and validity of the scoring sheets and calculated intra-cluster correlation coefficient (ICC) for inter- and intra-rater reliability.
Results: After two rounds of modified Delphi process, the consensus on scoring sheets was achieved, with each scoring sheet composed of 10 items. The I-CVI of these items ranged from 0.83 to 1.00. The inter-rater ICC was 0.755 for the ‘question forming’ station, 0.788 for the ‘information searching’ station, 0.913 for the ‘critical appraisal-systematic review’ station, 0.932 for the ‘critical appraisal-randomised control trials’, and 0.860 for the ‘application’ station. The intra-rater ICC for these stations was 0.816, 0.954, 0.830, 0.929, and 0.871, respectively.
Conclusions: We developed an OSCE model assessing different aspects of EBM competency. It can be used to assess students’ EBM learning effectiveness and as a reference in developing milestones in EBM competency.