Title: Effect of a Formative Objective Structured Clinical Examination on the Clinical Performance of Undergraduate Medical Students in a Summative Examination: A Randomized Controlled Trial

Biography:

Assistant Professor Nazdar Alkhateeb is a pediatrician who completed her Ph.D. in Medical Education from Hawler Medical University in 2019 being the first person who has this degree in Iraq. She has vastly contributed in the curriculum reform process in her university and has been an active member in the curriculum and accreditation committees since 2013. In 2018, she was nominated by HMU to be among the ones chosen from different universities in the Kurdistan region to participate in the modern pedagogy course in Finland to reform the higher education system upon returning. She is currently the head of the Medical Education Department as well as the head of the Pedagogy Center of Hawler Medical University.       
She has published more than 15 papers in reputed journals both in pediatrics and medical education

Abstract

Assessment is now seen in terms of its educational effectiveness as a learning experience.
Objective:
To study the effect of formative Objective structured clinical examination (OSCE) on the undergraduate medical student's performance in a subsequent summative OSCE assessment.
Methods:
In a randomized single-blind trial, 130 fifth-year medical students at Raparin hospital, Erbil were assigned to intervention (n=61) and control group (n=69). Formative-OSCE was performed for the intervention group in the pediatric module with feedback on their performance versus the standard pediatric module for the control group. Students’ clinical performance was assessed by a summative OSCE. Multiple regression was used to predict the summative-OSCE score depending on the participation in formative OSCE along with the other factors.
Results:
Eleven students were excluded because of early drop-out, leaving 119 students for analysis. The summative-OSCE mean score (out of a total score of 100) in the intervention group 64.6 (10.91) was significantly lower compared to the control group 69.2 (10.45).
Conclusion|
Single formative OSCE does not necessarily lead to better performance in subsequent summative OSCE.