Development and validation of the questionnaire of OSCE's educational effects
Masoumeh Rahimi, Ehsan Bastanhagh, Ali Azemati, Ali Norouzi, Mahboobeh Khabaz MafinejadAbstract
Introduction
One of the most common assessment tools for examining the competencies of health professionals is the Objective Structured Clinical Examination (OSCE).
Methods
In this study, an Educational Effects of OSCE Questionnaire (EEOQ) was developed and validated in seven steps: (1) Reviewing the literature, (2) Holding focus groups, (3) Synthesizing the results of literature review and focus groups, (4) Developing items, (5) Evaluating content validity, (6) Conducting cognitive interviews, and (7) Implementing a pilot test.
Results
The analysis of the literature review and focus groups revealed that the educational effects of OSCE are influenced by factors related to the test, the examiner, the peers, and the student. Initially, 22 items were developed, but one item was excluded based on the results of the I‐CVR and I‐CVI indices. In the Exploratory Factor Analysis, the KMO index was computed to be 0.85, and the significance of Bartlett's test of sphericity was confirmed (p < 0.001). The Total Variance Explained table showed that the educational effects of OSCE were grouped into four factors: content, structure, reflection and review, and feedback along with OSCE.
Conclusions
This study found good evidence of validity and reliability for a questionnaire measuring the educational effects of OSCEs. It was discovered that OSCE can have different effects on student learning processes.