OSVE or multiple-choice test: Is that a relevant question?

TL;DR

This study shows that OSVE and multiple-choice tests can be used together to assess and train medical interns, especially during challenges like the pandemic.

Contribution

The study demonstrates the feasibility of using OSVE as an interchangeable tool with multiple-choice tests in medical education assessments.

Findings

OSVE and multiple-choice tests showed mild to moderate correlations, supporting their interchangeable use in formative assessment.

Both OSVE and multiple-choice tests are effective for enhancing intern training and monitoring.

OSVE scores correlated moderately with GPA, indicating its validity as an assessment tool.

Abstract

•OSVE and multiple-choice tests can be used interchangeably in the context of formative assessment.•OSVE and multiple-choice tests as effective tools to enhance intern training and monitoring.•OSVE holds promise as a transformative tool, capable of ensuring the continuity and integrity of clinical skills assessment in medical education.

OSVE and multiple-choice tests can be used interchangeably in the context of formative assessment.

OSVE and multiple-choice tests as effective tools to enhance intern training and monitoring.

OSVE holds promise as a transformative tool, capable of ensuring the continuity and integrity of clinical skills assessment in medical education.

The OSCE has been a robust tool for assessing clinical skills in medical education, adaptable across various clinical domains and stages. The COVID-19 pandemic, however, posed significant challenges to traditional assessment methods. This led to the development of the OSVE as an alternative.

This study aimed to correlate OSVE results with MCT scores and Grade Point Average (GPA) of clerkship.

This cross-sectional study involved 129 clerkships. It compared two OSVEs and two MCTs, covering content from the 5th and 6th years of the curriculum, against final graduation grades.

The score of GPA was 8.13 ± 0.43. The authors compared OSVE-5th (7.13 ± 0.93) and OSVE-6th (7.23 ± 0.83, NS), MCT-5th (7.08 ± 0.91) vs. MCT-6th (7.68 ± 1.21, p < 0.001), OSVE-5th (7.13 ± 0.93) and MCT-5th (7.08 ± 0.91, NS), OSVE-6th (7.23 ± 0.83) and MCT-6th (7.68 ± 1.21, p < 0.001) OSVE-5th (7.13 ± 0.93) and MCT-6th (7.68 ± 1.21, p < 0.001), OSVE-6th (7.23 ± 0.83) and MCT-5th (7.08 ± 0.91, NS), OSVE-5th (7.13 ± 0.93) and GPA (8.13 ± 0.43, p < 0.001), OSVE-6th (7.23 ± 0.83) and GPA (8.13 ± 0.43, p < 0.001), MCT-5th (7.08 ± 0.91) and GPA (8.13 ± 0.43, p < 0.001), and MCT-6th (7.68 ± 1.21) and GPA (8.13 ± 0.43, p < 0.001). There were positive correlations between OSVE-5th and OSVE-6th (R = 0.418, p < 0.05), OSVE-5th and MCT-5th (R = 0.475, p < 0.05), MCT-5th, OSVE-6th and MCT-6th (R = 0,180, p < 0.05), MCT-6th (R = 0.227, p < 0.05), with OSVE-6th and MCT-5th (R = 0.478, p < 0.05), OSVE-5th and GPA (R = 0.481, p < 0.05), OSVE-6th and GPA (R = 0,439, p < 0.05), MCT-5th and GPA (R = 0.681, p < 0.05) and MCT-6th and GPA (R = 0.195, p < 0.05), no correlation was found between OSVE-6th and MCT-6th (R = 0.070, NS).

The correlations between the assessments revealed mild to moderate, suggesting that the assessments can be used interchangeably in the context of formative assessment. These results indicate the feasibility of using both OSVE and multiple-choice tests as effective tools to enhance intern training and monitoring.

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