Was a breach of examination security unfair in an objective structured clinical examination? A critical incident.
One-third of a class of students was inadvertently given the names of stations immediately prior to an OSCE and two-thirds of the class were not. This provided an opportunity to explore student perceptions of fairness and to explore any effect of this cueing. The subjects were medical students undertaking an end of fifth year multidisciplinary OSCE. OSCE score data from the 20 students who had received the information were compared with those of the 40 students who did not. We also compared their performance on other assessments to determine whether the two groups were comparable. The overall OSCE mark was not significantly different between the two groups. There were significant differences between groups on four stations but this was not in a consistent direction that advantaged one group. There were no significant differences between the two groups in their performance on the other examinations. This inadvertent security breach had no systematic effect on student OSCE station scores. This incident provided a valuable opportunity to admit error, approach it rationally and restore any resulting breach of trust.
Wilkinson
Tim J
TJ
Christchurch School of Medicine and Health Sciences, University of Otago, Christchurch, New Zealand. tim.wilkinson@chmeds.ac.nz
Fontaine
Sylvie
S
Egan
Tony
T
D002983:Clinical Competence; D004501:Education, Medical; D004521:Educational Measurement / Q000379:methods*; D006801:Humans; D009520:New Zealand; D010808:Physical Examination / Q000379:methods* / Q000592:standards; D014342:Truth Disclosure