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The effect on reliability of adding a separate written assessment component to an objective structured clinical examination
Author(s) -
Verhoeven Bas H,
Hamers Johanna G H C,
Scherpbier Albert J J A,
Hoogenboom Ron J I,
Van Der Vleuten Cees P M
Publication year - 2000
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1046/j.1365-2923.2000.00566.x
Subject(s) - generalizability theory , objective structured clinical examination , reliability (semiconductor) , test (biology) , component (thermodynamics) , educational measurement , computer science , reliability engineering , psychology , medical education , medical physics , medicine , engineering , developmental psychology , pedagogy , paleontology , power (physics) , physics , quantum mechanics , curriculum , biology , thermodynamics
Purpose To determine the effect on test reliability when a separate written assessment component is added to an objective structured clinical examination (OSCE). Method Volunteers ( n =38) from Maastricht Medical School were recruited to take a skills‐related knowledge test in addition to their regular end‐of‐year OSCE. The OSCE scores of these volunteers did not differ from those of the other students of their class. Multivariate generalizability theory was used to investigate the combined reliability of the two test formats as well as their respective contributions to overall reliability. Results Combining the two formats has an added value. The loss of reliability due to the use of fewer stations in the OSCE can be fully compensated by lengthening the written test component. Conclusion From the perspective of test reliability, it is possible to economize on the resources needed for performance‐based assessment by adding a separate written test component.