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      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Usability and preference of electronic vs. paper and pencil OSCE checklists by examiners and influence of checklist type on missed ratings in the Swiss Federal Licensing Exam.

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          Abstract

          Only a few studies with small sample sizes have compared electronic Objective Structured Clinical Examination (OSCE) rating checklists with traditional paper-based OSCE rating checklists. In this study, the examiner-perceived usability and preference for type of OSCE checklist (electronic vs. paper based) were compared, and the influence of OSCE checklist type on missed ratings was determined, for the Swiss Federal Licensing Examination in clinical skills for human medicine.

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          Pretesting survey instruments: an overview of cognitive methods.

          Debbie A. Collins (2003)
          This article puts forward the case that survey questionnaires, which are a type of measuring instrument, can and should be tested to ensure they meet their purpose. Traditionally survey researchers have been pre-occupied with 'standardising' data collection instruments and procedures such as question wording and have assumed that experience in questionnaire design, coupled with pilot testing of questionnaires, will then ensure valid and reliable results. However, implicit in the notion of standardisation are the assumptions that respondents are able to understand the questions being asked, that questions are understood in the same way by all respondents, and that respondents are willing and able to answer such questions. The development of cognitive question testing methods has provided social researchers with a number of theories and tools to test these assumptions, and to develop better survey instruments and questionnaires. This paper describes some of these theories and tools, and argues that cognitive testing should be a standard part of the development process of any survey instrument.
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            Assessment of clinical competence using objective structured examination.

            R. HARDEN, M. Stevenson, W W Downie … (1975)
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              Cognitive Load Theory: implications for medical education: AMEE Guide No. 86.

              Jeroen van der Grond, Steve Durning, Olle ten Cate … (2014)
              Cognitive Load Theory (CLT) builds upon established models of human memory that include the subsystems of sensory, working and long-term memory. Working memory (WM) can only process a limited number of information elements at any given time. This constraint creates a "bottleneck" for learning. CLT identifies three types of cognitive load that impact WM: intrinsic load (associated with performing essential aspects of the task), extraneous load (associated with non-essential aspects of the task) and germane load (associated with the deliberate use of cognitive strategies that facilitate learning). When the cognitive load associated with a task exceeds the learner's WM capacity, performance and learning is impaired. To facilitate learning, CLT researchers have developed instructional techniques that decrease extraneous load (e.g. worked examples), titrate intrinsic load to the developmental stage of the learner (e.g. simplify task without decontextualizing) and ensure that unused WM capacity is dedicated to germane load, i.e. cognitive learning strategies. A number of instructional techniques have been empirically tested. As learners' progress, curricula must also attend to the expertise-reversal effect. Instructional techniques that facilitate learning among early learners may not help and may even interfere with learning among more advanced learners. CLT has particular relevance to medical education because many of the professional activities to be learned require the simultaneous integration of multiple and varied sets of knowledge, skills and behaviors at a specific time and place. These activities possess high "element interactivity" and therefore impose a cognitive load that may surpass the WM capacity of the learner. Applications to various medical education settings (classroom, workplace and self-directed learning) are explored.
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                Author and article information

                Journal
                Journal ID (iso-abbrev): GMS J Med Educ
                Title: GMS journal for medical education
                Publisher:
                ISSN (Electronic): 2366-5017
                ISSN (Print): 2366-5017
                Publication date (Electronic): 2022
                Volume: 39
                Issue: 2
                Affiliations
                [1 ] University of Bern, Institute for Medical Education, Department for Assessment and Evaluation, Bern, Switzerland.
                [2 ] University of Bern, Institute for Medical Education, Department for Software Development, Usability Consulting and IT Infrastructure, Bern, Switzerland.
                [3 ] University of Bern, Institute for Medical Education, Bern, Switzerland.
                Article
                Publisher Item ID: zma001545
                DOI: 10.3205/zma001545
                PMC ID: 9174065
                PubMed ID: 35692359
                SO-VID: bce63f3e-bae3-48b5-82d2-8eee8cea9ea9
                History

                Keywords: OSCE,usability,national,evaluation,electronic,checklists
                Data availability:
                Keywords: OSCE, usability, national, evaluation, electronic, checklists

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